1 Department of Education - Education, Danish School of Education, Arts, Aarhus University2 Danish School of Education, Arts, Aarhus University3 University of British Columbia4 Danish School of Education, Arts, Aarhus University
the role of institutions and public policy frameworks in resolving coordination problems
This article focuses on evidence regarding cross-national patterns of participation in adult education and an interpretation of these patterns from an institutional and public policy perspective. The interpretation follows from the perspective that sustaining high and widely distributed levels of investment in the development and maintenance of skills over the lifespan of individuals is to a large extent interconnected with a high-level of non-market coordination via institutional arrangements and/or specific public policy measures. Such arrangements and measures are seen to alleviate coordination problems that otherwise lead to underinvestment in skills and/or inequity in the distribution of access to education and training and hence skills. Hence, it is argued that institutional contexts and public policy measures condition participation patterns in adult education, and are thus worthwhile to understand better for the purposes of informing policy.
European Journal of Education, 2013, Vol 48, Issue 2
Adult learning; Coordination problems; barriers to participation