Richard Desjardins – författare

This book presents a comprehensive overview of Adult Learning Systems (ALS) in a range of post-industrial market democracies, situating them within historically and spatially comparative contexts. It illustrates the diverse ways in which different systems have responded to the shared and specific challenges involving organised adult learning.Renowned specialists map the evolution of ALS over the past three decades, exploring how socio-economic pressures, historical legacies, and policy interventions have shaped their current forms. Chapters delve into a range of case studies across Asia and Europe, highlighting unique context-dependent institutional development paths. The book sheds light on the elements that frame ALS and applies historical institutionalism to adult education, advancing comparative research with new analytical approaches. It examines trends and patterns and establishes a foundation for more extensive research on the development and transformation of ALS.is a crucial resource for students and academics in sociology and education, particularly researchers interested in a state of the art for organising adult learning. It also provides valuable insights for policymakers, delivering a conceptual framework for the design and implementation of effective adult education policies.

This book presents a comprehensive overview of Adult Learning Systems (ALS) in a range of post-industrial market democracies, situating them within historically and spatially comparative contexts. It illustrates the diverse ways in which different systems have responded to the shared and specific challenges involving organised adult learning.Renowned specialists map the evolution of ALS over the past three decades, exploring how socio-economic pressures, historical legacies, and policy interventions have shaped their current forms. Chapters delve into a range of case studies across Asia and Europe, highlighting unique context-dependent institutional development paths. The book sheds light on the elements that frame ALS and applies historical institutionalism to adult education, advancing comparative research with new analytical approaches. It examines trends and patterns and establishes a foundation for more extensive research on the development and transformation of ALS.is a crucial resource for students and academics in sociology and education, particularly researchers interested in a state of the art for organising adult learning. It also provides valuable insights for policymakers, delivering a conceptual framework for the design and implementation of effective adult education policies.

This book presents a comprehensive overview of Adult Learning Systems (ALS) in a range of post-industrial market democracies, situating them within historically and spatially comparative contexts. It illustrates the diverse ways in which different systems have responded to the shared and specific challenges involving organised adult learning.Renowned specialists map the evolution of ALS over the past three decades, exploring how socio-economic pressures, historical legacies, and policy interventions have shaped their current forms. Chapters delve into a range of case studies across Asia and Europe, highlighting unique context-dependent institutional development paths. The book sheds light on the elements that frame ALS and applies historical institutionalism to adult education, advancing comparative research with new analytical approaches. It examines trends and patterns and establishes a foundation for more extensive research on the development and transformation of ALS.is a crucial resource for students and academics in sociology and education, particularly researchers interested in a state of the art for organising adult learning. It also provides valuable insights for policymakers, delivering a conceptual framework for the design and implementation of effective adult education policies.

Based on comparative adult education statistics offered by the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills (PIAAC) and country case studies, this book analyses the policies and structures that foster adult learning. It examines a variety of forms of adult learning, ranging from initial forms of post-compulsory education, such as upper secondary tracks and tertiary education, to firm training, compensatory adult education and learning for civic and leisure oriented purposes.Throughout the book, adult learning systems are directly linked to a variety of structural and public policy frameworks using a comparative welfare state approach. Themes such as pathways to learning and transition systems, participation patterns in higher education and participation patterns in other organized forms of adult learning are covered. The countries discussed are the UK, the USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands.Situated at the intersection between scholarship and policy and using a mixed-methods approach, this title contributes fundamental insights into the further study of policies and structures related to alternative post-compulsory learning pathways.

Based on comparative adult education statistics offered by the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills (PIAAC) and country case studies, this book analyses the policies and structures that foster adult learning. It examines a variety of forms of adult learning, ranging from initial forms of post-compulsory education, such as upper secondary tracks and tertiary education, to firm training, compensatory adult education and learning for civic and leisure oriented purposes.Throughout the book, adult learning systems are directly linked to a variety of structural and public policy frameworks using a comparative welfare state approach. Themes such as pathways to learning and transition systems, participation patterns in higher education and participation patterns in other organized forms of adult learning are covered. The countries discussed are the UK, the USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands.Situated at the intersection between scholarship and policy and using a mixed-methods approach, this title contributes fundamental insights into the further study of policies and structures related to alternative post-compulsory learning pathways.

Based on comparative adult education statistics offered by the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills (PIAAC) and country case studies, this book analyses the policies and structures that foster adult learning. It examines a variety of forms of adult learning, ranging from initial forms of post-compulsory education, such as upper secondary tracks and tertiary education, to firm training, compensatory adult education and learning for civic and leisure oriented purposes.Throughout the book, adult learning systems are directly linked to a variety of structural and public policy frameworks using a comparative welfare state approach. Themes such as pathways to learning and transition systems, participation patterns in higher education and participation patterns in other organized forms of adult learning are covered. The countries discussed are the UK, the USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands.Situated at the intersection between scholarship and policy and using a mixed-methods approach, this title contributes fundamental insights into the further study of policies and structures related to alternative post-compulsory learning pathways.

Based on comparative adult education statistics offered by the Organisation for Economic Co-operation and Development (OECD) Survey of Adult Skills (PIAAC) and country case studies, this book analyses the policies and structures that foster adult learning. It examines a variety of forms of adult learning, ranging from initial forms of post-compulsory education, such as upper secondary tracks and tertiary education, to firm training, compensatory adult education and learning for civic and leisure oriented purposes.Throughout the book, adult learning systems are directly linked to a variety of structural and public policy frameworks using a comparative welfare state approach. Themes such as pathways to learning and transition systems, participation patterns in higher education and participation patterns in other organized forms of adult learning are covered. The countries discussed are the UK, the USA, Korea, Denmark, Finland, Norway, Germany and the Netherlands.Situated at the intersection between scholarship and policy and using a mixed-methods approach, this title contributes fundamental insights into the further study of policies and structures related to alternative post-compulsory learning pathways.

Underscoring the complex relationship between civic engagement and education at all stages of life, this innovative Handbook identifies the contemporary challenges and best approaches and practices to encourage civic engagement within education.Chapters cover the theoretical and historical background of civic engagement and education, ideological and social movements, civic-oriented education, curriculum, and outcomes. Using empirical comparative data and unique context-specific studies, the Handbook explores ecopedagogy, education in emergencies, and the novel concept of social contract pedagogy. Addressing contemporary challenges to civic engagement in education, it examines polarization and extremism, accelerating planetary and societal changes, environmental crises, the digital divide, and post-Covid civic education. Ultimately, it finds that civic engagement is best supported by education practices that are characterized by humanizing, negotiated, collaborative, and dialogical approaches which encourage students to develop civic knowledge, critical thinking skills, and moral and ethical values.Interdisciplinary and international in scope, this Handbook will prove vital to students and scholars of sociology and education studies. Its holistic understanding of how civic engagement and education interrelate at local, regional, and global levels will also be useful to policymakers concerned with improving civic and student support, engagement, and participation in education.