Setting the new European agenda for adult learning 2021-2030

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2023-06-15 DOI:10.3384/rela.2000-7426.4637

M. Milana, Borut Mikulec

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引用次数: 0

Abstract

Following the COVID-19 pandemic, international organisations and governments have issued mitigation policies, and (re)oriented broader policy strategies to respond to new problematisations about the future. In this context, the education ministers of the European Union (EU) adopted a Council Resolution on a new European agenda for adult learning 2021-2030. Drawing on the Advocacy Coalition Framework (ACF), this paper examines the political mobilisation and agenda setting behind this Resolution through network ethnography and the analysis of belief systems. The findings point at an increased social dialogue, favoured by an ‘uncommon’ way – as by our informants – through which the Slovenian Ministry of Education pursued the agreed priority at EU level, while holding the rotating Presidency of the Council of the EU. While visibility of adult learning rose under COVID-19, advocacy coalitions formed at national (Slovenian) and European level facilitated stronger alignment in agenda setting among different actors towards a holistic approach that calls for inter-sectorial and multi-stakeholder collaboration.

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制定2021-2030年欧洲成人学习新议程

在2019冠状病毒病大流行之后，国际组织和各国政府发布了缓解政策，并(重新)制定了更广泛的政策战略，以应对未来出现的新问题。在此背景下，欧洲联盟(欧盟)的教育部长们通过了一项关于2021-2030年新的欧洲成人学习议程的理事会决议。在倡导联盟框架(ACF)的基础上，本文通过网络人种学和信仰系统分析，考察了该决议背后的政治动员和议程设置。调查结果表明，社会对话有所增加，正如我们的信息提供者所支持的一种“不寻常”的方式，斯洛文尼亚教育部在担任欧盟理事会轮值主席国的同时，通过这种方式在欧盟层面追求商定的优先事项。虽然在2019冠状病毒病期间，成人学习的可见度有所提高，但在国家(斯洛文尼亚)和欧洲层面形成的倡导联盟促进了不同行为体之间在议程制定方面更加协调一致，采取一种需要跨部门和多利益攸关方合作的整体方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).