Abstract According to globalisation theories, the importance of international organisations such as UNESCO and EU regarding processes of policy-making is increasing and it is no longer the nation state alone that is regulating policy. Focusing on equity and social justice as central topics of the global discourse, the article raises the question of how these concepts are negotiated within the context of adult education. It presents empirical findings from a comparison of national reports by UNESCO member states and allows conclusions concerning connections between the international and the national level. As regards the methodological approach, the lexicometric analysis is introduced as an addition to the scope of methods currently applied in adult education policy research. The results of the study show that there are different patterns of understandings referring to equity and social justice when contrasting states that are solely UNESCO members with states that have a double-membership in UNESCO and EU: when having an additional EU membership, states refer to typical topics of the EU agenda such as employability, even if they are addressed as UNESCO members. Thereby, equity and social justice function as examples to show how agenda-setting by international organisations, especially by the EU, influences the national discourse.

中文翻译：

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成人教育政策中对公平和社会正义的理解差异的模式：通过词典法比较国际背景下的国家报告

摘要根据全球化理论，联合国教科文组织和欧盟等国际组织在决策过程中的重要性正在日益提高，不再仅仅由民族国家来规范政策。本文将公平和社会正义作为全球讨论的中心主题，提出了在成人教育的背景下如何协商这些概念的问题。它提供了教科文组织会员国对国家报告进行比较后得出的实证结果，并可以得出有关国际与国家层面之间联系的结论。关于方法论方法，词典分析法是对目前成人教育政策研究中使用的方法范围的补充。研究结果表明，将纯粹属于教科文组织会员的州与具有联合国教科文组织和欧盟双重会员资格的州进行对比时，存在关于公平和社会正义的理解的不同模式：当拥有欧盟额外会员时，各州指的是欧盟议程中的典型主题，例如就业能力，即使它们是联合国教科文组织成员也是如此。因此，公平和社会正义可以作为例子说明国际组织，特别是欧盟的议程制定如何影响国家话语。即使他们是联合国教科文组织成员。因此，公平和社会正义可以作为例子说明国际组织，特别是欧盟组织的议程制定如何影响国家话语。即使他们是联合国教科文组织成员。因此，公平和社会正义可以作为例子说明国际组织，特别是欧盟组织的议程制定如何影响国家话语。