1 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University2 Department of Educational Sociology, Danish School of Education, Aarhus University, Aarhus University3 Danish School of Education, Arts, Aarhus University4 Danish School of Education - Research Programme on Lifelong Learning, Danish School of Education, Arts, Aarhus University5 Danish School of Education, Arts, Aarhus University6 Danish School of Education - Research Programme on Lifelong Learning, Danish School of Education, Arts, Aarhus University
has policy in nordic countries reached its limit for raising participation in adult learning among certain groups?
This paper briefly reviews some of evidence on participation patterns in Nordic countries and some of the defining parameters that may explain the observations. This is done in a comparative perspective by contrasting results from the 2003 Eurobarometer data between Nordic countries and a handful of non-Nordic countries. An emphasis is placed on the constraining and enabling elements to participation and how these may explain why certain groups participate more or less than others. A central question of interest to this paper is to what extent does (can) government intervention interact with constraining and enabling elements so as to raise participation among otherwise disadvantaged groups. To begin addressing this question, consideration is given to different types of constraints and different types of policies. These are brought together within a broad demand and supply framework, so as to construct a tool for analyzing the targeting of adult learning policy, with regard to both its coverage and expected consequences. Our aim is to develop a means for a more in-depth analysis of the match-mismatch of public policy and persisting constraints to participation.
Building Up Lifelong Learning Communities: Challenges and Opportunities: Collections of International Conference, 2007, p. 51-69