Formal adult education in the spotlight: Profiles, motivations and experiences of participants in 12 European countries

Ellen Boeren; Ides Nicaise; Eve Liis Roosmaa; Ellu Saar

doi:10.2307/j.ctt9qgnfk.9

Formal adult education in the spotlight: Profiles, motivations and experiences of participants in 12 European countries

Ellen Boeren, Ides Nicaise, Eve Liis Roosmaa, Ellu Saar

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FOUR Formal adult education in the spotlight: profiles, motivations and experiences of participants in 12 European countries (pp. 63-86)
Ellen Boeren, Ides Nicaise, KU Leuven Eve-Liis Roosmaa and Ellu Saar
DOI: 10.2307/j.ctt9qgnfk.9
According to EU policy documents, lifelong learning serves the following four purposes: enhancing or maintaining employability, promoting personal development, fostering social cohesion and developing active citizenship (European Commission, 2010). It is generally believed that — nowadays and in contrast to the humanistic approach of the Faure report in the 1970s — labour market requirements such as employability account for more than 80% of all learning activities, and lifelong learning is therefore often discussed in terms of ‘human resource development in drag’ (Boshier, 1998;see also Chapter Three). Whereas this may apply to learning as a whole, we find that the reasons for participation...

Original language	English
Title of host publication	Lifelong Learning in Europe
Subtitle of host publication	Equity and Efficiency in the Balance
Publisher	Policy Press
Chapter	4
Pages	63-86
Number of pages	24
ISBN (Electronic)	9781447300144
ISBN (Print)	9781447300137
DOIs	https://doi.org/10.2307/j.ctt9qgnfk.9
Publication status	Published - 1 Jan 2012

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10.2307/j.ctt9qgnfk.9

https://www.jstor.org/stable/j.ctt9qgnfk

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title = "Formal adult education in the spotlight: Profiles, motivations and experiences of participants in 12 European countries",

abstract = "FOUR Formal adult education in the spotlight: profiles, motivations and experiences of participants in 12 European countries (pp. 63-86)Ellen Boeren, Ides Nicaise, KU Leuven Eve-Liis Roosmaa and Ellu SaarDOI: 10.2307/j.ctt9qgnfk.9According to EU policy documents, lifelong learning serves the following four purposes: enhancing or maintaining employability, promoting personal development, fostering social cohesion and developing active citizenship (European Commission, 2010). It is generally believed that — nowadays and in contrast to the humanistic approach of the Faure report in the 1970s — labour market requirements such as employability account for more than 80% of all learning activities, and lifelong learning is therefore often discussed in terms of {\textquoteleft}human resource development in drag{\textquoteright} (Boshier, 1998;see also Chapter Three). Whereas this may apply to learning as a whole, we find that the reasons for participation...",

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AU - Saar, Ellu

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N2 - FOUR Formal adult education in the spotlight: profiles, motivations and experiences of participants in 12 European countries (pp. 63-86)Ellen Boeren, Ides Nicaise, KU Leuven Eve-Liis Roosmaa and Ellu SaarDOI: 10.2307/j.ctt9qgnfk.9According to EU policy documents, lifelong learning serves the following four purposes: enhancing or maintaining employability, promoting personal development, fostering social cohesion and developing active citizenship (European Commission, 2010). It is generally believed that — nowadays and in contrast to the humanistic approach of the Faure report in the 1970s — labour market requirements such as employability account for more than 80% of all learning activities, and lifelong learning is therefore often discussed in terms of ‘human resource development in drag’ (Boshier, 1998;see also Chapter Three). Whereas this may apply to learning as a whole, we find that the reasons for participation...

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Formal adult education in the spotlight: Profiles, motivations and experiences of participants in 12 European countries

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