The aim of this book is not to describe adult education policy in Europe – nor even the processes by which adult education policy in Europe is made. Recent years have seen a number of contributions which have advanced our knowledge of both (e.g. Riddell, Markowitsch & Weedon, 2012; Saar, Ure & Holford, 2013). Rather, our purpose is to explore key issues in how research can be carried out. This introduction identifies and discusses the emergence of a research agenda on the production of European policies and the reconfiguration of adult education in contemporary Europe that comes with it.
Introduction: European adult education policy in question
MILANA, MARCELLA
2014-01-01
Abstract
The aim of this book is not to describe adult education policy in Europe – nor even the processes by which adult education policy in Europe is made. Recent years have seen a number of contributions which have advanced our knowledge of both (e.g. Riddell, Markowitsch & Weedon, 2012; Saar, Ure & Holford, 2013). Rather, our purpose is to explore key issues in how research can be carried out. This introduction identifies and discusses the emergence of a research agenda on the production of European policies and the reconfiguration of adult education in contemporary Europe that comes with it.
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