ABSTRACT

The paper offers new insights into the Europeanisation of adult education, as an area of intervention and a component of the European education policy and sector, by tracing routes and processes that underpinned this pathway. The analysis provides some original findings, by pointing to four moments (thematisation; lifelong learning dimension; European agenda; political centrality/absence of policies; a new opportunity?) and two trends: on the one hand, one points out the creation of a European Education Area which has regulatory processes and instruments typical of a market; on the other hand, it is against this backdrop the European Agenda for Adult Learning set out action lines around quality and participation. The 2015 mid-term review states it is unlikely that pursuing the political choices made thus far will lead to the achievement of such a goal. Some recent developments, New skills agenda for Europe or Upskilling pathways: new opportunities for adults, may become associated with significant steps to stronger commitment and sustainable policies to increase adult participation in education or, in contrast, and underlining one of the main arguments here advanced, with the continuity of the dual condition of political centrality and fragility of Adult Education, which goes back a long way.

摘要

本文通过追踪支撑这一途径的途径和过程，为成人教育的欧洲化提供了新的见解，它是干预领域和欧洲教育政策和部门的组成部分。该分析通过指出四个时刻（主题化；终身学习的维度；欧洲议程；政治中心性/政策的缺失/新机遇？）和两个趋势提供了一些原始的发现：一方面，指出了创建一个欧洲教育区，具有市场典型的监管程序和手段；另一方面，正是在这种背景下，《欧洲成人学习议程》提出了围绕质量和参与度的行动方针。2015年中期审查指出，追求迄今为止做出的政治选择不太可能导致实现这一目标。最近的一些发展，欧洲的新技能议程或提高技能的途径：成人的新机会，可能与采取更强有力的承诺和采取可持续政策以增加成人对教育的参与的重大步骤相关，或者与此相反，强调了这里提出的主要论点之一成人政治的政治中心性和脆弱性的双重条件的延续，可以追溯到很久以前。