TY  - GEN
AB  - This open access book challenges international policy groupthink about lifelong learning. Adult learning too long a servant of business competitiveness should be reimagined as central to democratic society. Young adults, especially from disadvantaged backgrounds, engage more in education and training, and learn more day-to-day at work, if provision is democratically organised and based on enduring and inclusive institutional networks, and when jobs encourage and reward the acquisition of skills. Using innovative qualitative and quantitative methods, the contributors develop a critical perspective on dominant policies, investigating across the European Union and Australia how vulnerable young adults experience programmes designed to improve their employability, and how skills for jobs policies squeeze out wider and wiser ideas of what education and training should do. Chapters show why some provision works for those with poor educational backgrounds, why labour market and educational institutions matter so much, how adult education can empower and expand peoples agency, and the challenges of using artificial intelligence in lifelong learning policy-making. Several investigate the pivotal role of workplace learning in organisational life, and in learning during emerging adulthood. Important comparative studies of workplace learning in the metals, retail and adult education sectors show the role of management, trade unions and social movements in young adults learning.
AU  - Holford, John,
AU  - Boi͡adzhieva, Pepka,
AU  - Clancy, Sharon,
AU  - Hefler, Günter,
AU  - Studená, Ivana,
CN  - LC5256.A2
DO  - 10.1007/978-3-031-14109-6
DO  - doi
ID  - 1462149
KW  - Continuing education
KW  - Continuing education
KW  - Adult education
KW  - Adult education
KW  - Young adults
KW  - Young adults
KW  - Educational equalization
KW  - Educational equalization
LK  - https://link.springer.com/10.1007/978-3-031-14109-6
N1  - Includes index.
N2  - This open access book challenges international policy groupthink about lifelong learning. Adult learning too long a servant of business competitiveness should be reimagined as central to democratic society. Young adults, especially from disadvantaged backgrounds, engage more in education and training, and learn more day-to-day at work, if provision is democratically organised and based on enduring and inclusive institutional networks, and when jobs encourage and reward the acquisition of skills. Using innovative qualitative and quantitative methods, the contributors develop a critical perspective on dominant policies, investigating across the European Union and Australia how vulnerable young adults experience programmes designed to improve their employability, and how skills for jobs policies squeeze out wider and wiser ideas of what education and training should do. Chapters show why some provision works for those with poor educational backgrounds, why labour market and educational institutions matter so much, how adult education can empower and expand peoples agency, and the challenges of using artificial intelligence in lifelong learning policy-making. Several investigate the pivotal role of workplace learning in organisational life, and in learning during emerging adulthood. Important comparative studies of workplace learning in the metals, retail and adult education sectors show the role of management, trade unions and social movements in young adults learning.
SN  - 9783031141096
SN  - 3031141091
T1  - Lifelong learning, young adults and the challenges of disadvantage in Europe /
TI  - Lifelong learning, young adults and the challenges of disadvantage in Europe /
UR  - https://link.springer.com/10.1007/978-3-031-14109-6
ER  -