Being an adult learner in Europe and the UK: Persisting inequalities and the role of the welfare state

Ellen Boeren

doi:10.1007/978-3-319-97208-4_2

Being an adult learner in Europe and the UK: Persisting inequalities and the role of the welfare state

Ellen Boeren

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract / Description of output

The European Commission’s aims in relation to education and training have been expressed by a set of benchmarks and indicators (Ioannidou in EERJ 6: 336–347, 2007; Grek in Journal of Education Policy 24: 23–37, 2009; Lawn and Grek in Europeanizing Education: Governing a New Policy Space. Symposium Books, Oxford, 2012; Holford and Mohorcic-Spolar in Lifelong Learning in Europe: Equity and Efficiency in the Balance, pp. 39–61, 2012). In relation to adult learning, it includes the benchmark that by 2020, 15% of the adult population between the ages of 25 and 64 needs to participate in at least one lifelong learning activity, measured on a four weeks basis (European Commission in Strategic Framework for Education and Training. European Commission, Brussels, 2009).

Original language	English
Title of host publication	Being an Adult Learner in Austere Times
Subtitle of host publication	Exploring the Contexts of Higher, Further and Community Education
Editors	Ellen Boeren, Nalita James
Place of Publication	Cham
Publisher	Palgrave Macmillan
Pages	21-45
Number of pages	25
ISBN (Electronic)	9783319972084
ISBN (Print)	9783319972077
DOIs	https://doi.org/10.1007/978-3-319-97208-4_2
Publication status	Published - 2019

Access to Document

10.1007/978-3-319-97208-4_2

https://link.springer.com/chapter/10.1007/978-3-319-97208-4_2

1 Commissioned report

CREID Briefing 41: Post-School Education and Training for Young People on the Social Margins
MacKie, A., Boeren, E. & Riddell, S., 1 Feb 2019, Edinburgh: Centre for Research in Education Inclusion and Diversity (CREID), University of Edinburgh. 10 p.
Research output: Book/Report › Commissioned report

Open Access

1 Participation in workshop, seminar, course

Post-School Education and Training for Young People on the Social Margins
Ellen Boeren (Organiser), Sheila Riddell (Organiser) & Alan MacKie (Organiser)
28 Feb 2019
Activity: Participating in or organising an event types › Participation in workshop, seminar, course

Cite this

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title = "Being an adult learner in Europe and the UK: Persisting inequalities and the role of the welfare state",

abstract = "The European Commission{\textquoteright}s aims in relation to education and training have been expressed by a set of benchmarks and indicators (Ioannidou in EERJ 6: 336–347, 2007; Grek in Journal of Education Policy 24: 23–37, 2009; Lawn and Grek in Europeanizing Education: Governing a New Policy Space. Symposium Books, Oxford, 2012; Holford and Mohorcic-Spolar in Lifelong Learning in Europe: Equity and Efficiency in the Balance, pp. 39–61, 2012). In relation to adult learning, it includes the benchmark that by 2020, 15% of the adult population between the ages of 25 and 64 needs to participate in at least one lifelong learning activity, measured on a four weeks basis (European Commission in Strategic Framework for Education and Training. European Commission, Brussels, 2009).",

author = "Ellen Boeren",

year = "2019",

doi = "10.1007/978-3-319-97208-4_2",

language = "English",

isbn = "9783319972077",

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editor = "Ellen Boeren and Nalita James",

booktitle = "Being an Adult Learner in Austere Times",

publisher = "Palgrave Macmillan",

}

Being an adult learner in Europe and the UK: Persisting inequalities and the role of the welfare state. / Boeren, Ellen.
Being an Adult Learner in Austere Times: Exploring the Contexts of Higher, Further and Community Education. ed. / Ellen Boeren; Nalita James. Cham: Palgrave Macmillan, 2019. p. 21-45.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - Being an adult learner in Europe and the UK

T2 - Persisting inequalities and the role of the welfare state

AU - Boeren, Ellen

PY - 2019

Y1 - 2019

N2 - The European Commission’s aims in relation to education and training have been expressed by a set of benchmarks and indicators (Ioannidou in EERJ 6: 336–347, 2007; Grek in Journal of Education Policy 24: 23–37, 2009; Lawn and Grek in Europeanizing Education: Governing a New Policy Space. Symposium Books, Oxford, 2012; Holford and Mohorcic-Spolar in Lifelong Learning in Europe: Equity and Efficiency in the Balance, pp. 39–61, 2012). In relation to adult learning, it includes the benchmark that by 2020, 15% of the adult population between the ages of 25 and 64 needs to participate in at least one lifelong learning activity, measured on a four weeks basis (European Commission in Strategic Framework for Education and Training. European Commission, Brussels, 2009).

AB - The European Commission’s aims in relation to education and training have been expressed by a set of benchmarks and indicators (Ioannidou in EERJ 6: 336–347, 2007; Grek in Journal of Education Policy 24: 23–37, 2009; Lawn and Grek in Europeanizing Education: Governing a New Policy Space. Symposium Books, Oxford, 2012; Holford and Mohorcic-Spolar in Lifelong Learning in Europe: Equity and Efficiency in the Balance, pp. 39–61, 2012). In relation to adult learning, it includes the benchmark that by 2020, 15% of the adult population between the ages of 25 and 64 needs to participate in at least one lifelong learning activity, measured on a four weeks basis (European Commission in Strategic Framework for Education and Training. European Commission, Brussels, 2009).

U2 - 10.1007/978-3-319-97208-4_2

DO - 10.1007/978-3-319-97208-4_2

M3 - Chapter

SN - 9783319972077

SP - 21

EP - 45

BT - Being an Adult Learner in Austere Times

A2 - Boeren, Ellen

A2 - James, Nalita

PB - Palgrave Macmillan

CY - Cham

ER -

Being an adult learner in Europe and the UK: Persisting inequalities and the role of the welfare state

Abstract / Description of output

Access to Document

Fingerprint

Research output

CREID Briefing 41: Post-School Education and Training for Young People on the Social Margins

Activities

Post-School Education and Training for Young People on the Social Margins

Cite this