Policy Studies in Adult Education

Aims and themes of the network

Developments in adult education policy are subject to two major trends:
1) the phenomenon of globalization and the accompanying trans-nationalization of education policy making, and
2) a renewed pressure for strategic and policy relevant research.
These trends are related but each brings forth a different set of issues that pertain to policy studies in adult education.
The PSAE network is committed to on-going dialogue, development and impact of policies on adult education, and of research of adult education policy. It welcomes discussion from different perspectives and traditions on the state of research and policy in adult education, including methodological and epistemological discussions. Further, it supports advancement of the theoretical base for studying various policy issues relevant to adult learning, and encourages, inter alia, research on the European Union’s role in adult educational policy. Finally, it fosters a forum that can generate systematic comparative criticism of policies in adult education, not least through the development of grant proposals for empirical research projects in the area.
The PSAE network meets at least on a biennial basis (once every two years) to exchange and share ideas and experiences, as opportunities arise and funds permit.
In connection to its own or other ESREA conferences, the network facilitates ‘policy dialogues’ between participants and representatives from governmental and non-governmental international organizations, through the organization of panel discussions, round tables or the like on policy-relevant issues, publications, and processes.

For any further information or inquiries, please contact the network through their official e-mail address: esrea.psae@gmail.com

History of the network

Established in 2008 by Richard Desjardins, John Holford, and Vida A. Mohorčič-Špolar, the PSAE network was launched the next year with a symposium aimed at reflecting collectively on some key trends affecting the study of adult education policy, hosted at the (then) Danish School of Education (2009/Copenhagen). In 2010, Richard Desjardins stepped down as joint convenor while Marcella Milana joined in. In 2017 Rosanna Barros also joined in as associate convenor.
Ever since, the network has organised the following conferences:

  • 2012 (10-12 February), University of Nottingham, United Kingdom: “Trans-nationalization of Educational Policy Making: Implications for Adult & Lifelong Learning” (Inaugural conference);
  • 2014 (10-18 June), Aalborg University, Denmark: “Interrogating Sustainability in Adult Learning Policy: European and Global Perspectives”;
  • 2017 (8-10 June), University of Verona, Italy: “Equity, Social Justice and Adult Education and Learning Policy

Convenors

 

Rosanna Barros ✉️
(Associate convenor)
🇵🇹 University of Algarve

John Holford ✉️
🇬🇧 University of Nottingham

Marcella Milana ✉️
🇮🇹 University of Verona

Vida Andreja Mohorčič Špolar ✉️
🇸🇮 University of Ljubljana

Publications

ESREA series
Milana, M., & Holford, H. (Eds.) (2014). Adult Education Policy and the European Union: Theoretical and Methodological Perspectives. Rotterdam: Sense Publishers.

Edited books produced by the network
Milana, M., Holford, J. & Mohorčič Špolar, V. (Eds.) (2016). Adult and Lifelong Education: Global, national and local perspectives. London: Routledge. 

Journal’s special issues guest edited by the network
Societal sustainability: The contribution of adult education to sustainable societies, International Review of Education, Vol. 62, No. 5 (2016)

Public Policy and the ‘Sustainability’ of Adult Education, Encyclopaideia, Vol. XVIII, No. 4 (2014) ➡

Adult and Lifelong Education: The European Union, its member states and the world, International Journal of Lifelong Education, Vol., 3, No. 3 (2014)

Adult Education and Lifelong Learning in Post-communist Countries, European Education, Vol. 46, No. 4 (2014) 

Adult and lifelong education: Global, national and local perspectives, Globalisation, Societies and Education, Vol. 12, No. 1 (2013)