Available Open Access under CC-BY-NC licence. This comprehensive collection discusses topical issues essential to both scholarship and policy making in the realm of lifelong learning (LLL) policies and how far they succeed in supporting young people across their life courses, rather than one-sidedly fostering human capital for the economy.
Examining specific yet diverse regional and local contexts across Europe, this book uses original research to evaluate differences in scope, approach, orientation, and objectives. It examines the embedding of LLL policies into the regional economy, the labour market, education and training systems and the individual life projects of young people, with a focus on those in situations of near social exclusion.
“A good reference point for future work on policy document formulation and transition to implementation. A great contribution to international policy studies and comparative education.” Peter Mayo, University of Malta
Professor Marcelo Parreira do Amaral is Professor of International and Comparative Education at the University of Münster, Germany, and a member of NESET II (Network of Experts on the Social Aspects of Education) funded by the European Commission.
He is currently working on the EC funded (EC H2020) project YOUNG_ADULLLT - Policies Supporting Young People in their Life Course. A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe (2016 - 2019). His main research interests include international and comparative education, education policy, international educational governance and its implications for education research, practice and policy.
Dr. Siyka Kovacheva is Associate Professor of Sociology and Social Policy at the University of Plovdiv, Bulgaria. She undertakes research in Social Policy and Social Science specializing in the study of youth transitions from education to employment and parenthood, young people’s experiences of unemployment, life projects and strategies to manage uncertainty. Her research interests also include civic participation and emigration. She has participated in research projects applying a life course perspective and qualitative methodology, including many comparative projects.
Dr. Xavier Rambla is Associate Professor at the Autonomous University of Barcelona, Spain. He has led research projects on educational reform, education, poverty and social exclusion, educational development and policies addressing early school leaving in Argentina, Brazil, Chile and Spain. He has also collaborated in projects on education and social cohesion in Europe, and critical co-educational action-research in several regions in Spain. Dr. Rambla has also worked to connect academic research with professional practice by collaborating as a consultant with some civil society organizations. His current research interests are educational governance and its implications for inequalities and human development.
Introduction: Between knowledge and economy: Lifelong learning policies for young adults in Europe
PART I: Lifelong learning between knowledge and economy
Lifelong learning policies for young adults in Europe: a conceptual and methodological discussion
Coordinated policy-making in lifelong learning: functional regions as dynamic units
A social investment perspective on lifelong learning: the role of institutional complementarities in the development of human capital and social participation
PART II: Lifelong learning supporting young adults
Young adults as a target group of lifelong learning policies
The effectiveness of lifelong learning policies on youth employment: do regional labour markets matter?
Governing the normalisation of young adults through lifelong learning policies
Tackling vulnerability through lifelong learning policies?
Are lifelong learning policies working for youth? Young people’s voices
PART III: Young adults’ experiences of lifelong learning in the European Union
Assessing young adults’ living conditions across Europe using harmonised quantitative indicators: opportunities and risks for policy makers
The changing meanings of lifelong learning policies: consequences for young adults and their life courses
Telling the story: exploring lifelong learning policies for young adults through a narrative approach
Conclusion: Navigating lifelong learning policies in Europe: impacting and supporting young adults’ life courses