Globalisation, Transnational Policies and Adult Education

Autor/in	Milana, Marcella
Titel	Globalisation, Transnational Policies and Adult Education
Quelle	In: International Review of Education, 58 (2012) 6, S.777-797 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-012-9313-5
Schlagwörter	Educational Policy; Adult Education; Foreign Countries; Economic Progress; Global Approach; International Education; Learning Experience; Social Problems; Research Methodology; Role; International Organizations; European Union + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Economic growth; Wirtschaftswachstum; Globales Denken; Internationale Erziehung; Lernerfahrung; Social problem; Soziales Problem; Research method; Forschungsmethode; Rollen; International organisation; International organisations; International organization; Internationale Organisation
Abstract	Globalisation, transnational policies and adult education--This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper investigates how globalisation processes are constructed as policy problems when these transnational political agents propose adult education as a response. The author's main argument is that while UNESCO presents the provision of adult education as a means for governments worldwide to overcome disadvantages experienced by their own citizenry, the EU institutionalises learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalisation to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, she presents the conceptual and methodological framework of her analysis. The author then examines the active role played by UNESCO and the EU in promoting adult education as a policy objective at transnational level, and unpacks the specific problem "representations" that are substantiated by these organisations. She argues that UNESCO and EU processes assign specific values and meanings to globalisation, and that these reflect a limited understanding of the complexity of globalisation. Finally, she considers two of the effects produced by these problem representations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10