1,726,588 research outputs found
Oral history interview of Milana Boss, conducted by Talita Wiener-Osman (transcript)
No full textMilana Boss is a teacher at Summit Academy - Independence, a German Dual Immersion school in Bluffdale, UT.; She discusses her perspective on the COVID-19 pandemic as an educator, covering the start of the pandemic and the return to school during fall 2020
A decade of European agendas on adult learning (2011 and 2021). Shifts in the beliefs of the Council of the European Union
No full textAlthough the European Union (EU) has limited formal competences in education, the current millennium has been marked by the aspiration to build a ‘European space of education’ (Hingel 2001), strategic goals which find support in the EU’s multiannual financial framework. Accordingly, education has come to be recognised as an important element of the European integration project, and is subject to European governance (Milana 2023).
Previous research has traced continuity and change in the evolution of the ideational foundation of EU adult learning and skills policies, demonstrating that external shocks to the EU political system, like the 2010 Eurozone Crisis and the COVID-19 pandemic, have produced incremental changes in this policy trajectory (e. g. made skills investment more urgent and pressing), but basically confirmed its dominant economic orientation (Bussi/Milana forthcoming). This prevails in spite of the fact that crisis narratives popularised during the pandemic had the potential to bring change in education policy (e. g., Morris/Park/Auld 2022; Zancajo/Verger/Bolea 2022) and that adult learning rose in visibility under COVID-19 (Milana/Mikulec 2023).
Against this backdrop this chapter examines continuity and change in the Council’s beliefs on adult learning, crystallised in its ten-year agendas, which followed the 2010 Eurozone Crisis and the COVID-19 pandemic, respectively. To this scope we performed an analysis of the Council’s belief systems at two points in time (2011 and 2021), drawing on the actor coalition framework (Sabatier/Weible 2007) and its distinction between deep core, policy core and secondary beliefs. Moreover, the chapter considers which policy actors are called upon by the Council in 2011 and 2021 to implement its agendas on adult learning
Supermarchés et transformations économico-sociales dans les Balkans. Trois questions à Milana Čergić
No full textBlog des chercheur·es du Centre Norbert EliasEntretien dans lequel l'anthropologue Milana Čergić présente les recherches conduites dans le cadre de sa thèse de doctorat, soutenue en 2022
Editorial - The perfect (skills) match? Tracking a chimera of lifelong learning policy
Get PDFContemporary lifelong learning policy is increasingly dominated by skills discourse. Skills are becoming a focus for lifelong education researchers (e.g. Pavić & Černja Rajter, Citation2025) and we have questioned the skills discourse in our editorials (e.g. Milana et al., Citation2025; Brandi et al. Citation2023). This time around we address a trend in policy to conceptualise lifelong learning in terms of ‘skills matching’ (e.g. ILO, Citation2020; OECD, Citation2024; WEF, Citation2025a).No Full Tex
Supermarchés et transformations économico-sociales dans les Balkans. Trois questions à Milana Čergić
No full textBlog des chercheur·es du Centre Norbert EliasEntretien dans lequel l'anthropologue Milana Čergić présente les recherches conduites dans le cadre de sa thèse de doctorat, soutenue en 2022
Global and Comparative Adult Education Research: A Response to John Field, Klaus Künzel and Michael Schemmann
No full textIn the 2016 ‘International Yearbook of Adult Education’, John Field, Klaus Künzel and Michael Schemmann shared their reflections on theory, methodology and future developments of what construed as International Comparative Adult Education, a field of academic and policy research. Reconstructing its past developments since the work of Jullien de Paris, celebrated as an ancestor, and thorough three evolutionary phases until its apparent demise in present days, the authors present a rather convincing historical account. This narrative distinguishes between a pre-foundation or ‘bridging’ phase (1900-30), a foundation phase (post World War II to the late 1960s), and an institutionalisation phase (1970s onwards). Yet when reaching the XXI century as a turning point, the authors claim “it poses the question of what is understood as comprising international comparative adult education research” (Field, Künzel & Schemmann 2016, p. 110). Accordingly, they purposely open for colleagues to join into the dialogue. Such an invitation is too stimulating to be left unanswered, yet the stimuli provided by Field, Künzel and Schemmann (Ibid.) are manifold. Albeit appreciative of their contribution as a whole, I agree as well as disagree when it comes to different statements and arguments they put forward, including in what offered as ‘theses’ for further debate. Accordingly, a point-by-point response, though in principle possible, may not be the most fruitful response. In this contribution, I thus focus on and discuss a few aspects that I believe of special interest, and around which this paper is structured. First, I address the labelling of the research field as International Comparative Adult Education so as to tease out the complexities embedded in pairing terms and concepts in adult education scholarship that adopts a comparative perspective or mind-set. Reflecting on the terms used in framing a research field provides an opportunity to supplement research and reflections on the way research fields, in the Bourdieusian sense of social (and academic) milieus, are deliberately or accidentally construed (see among others: Milana et al. 2017; Nylander, Österlund & Fejes 2017; Rubenson & Elfert 2015)
Supermarchés et transformations économico-sociales dans les Balkans. Trois questions à Milana Čergić
No full textBlog des chercheur·es du Centre Norbert EliasEntretien dans lequel l'anthropologue Milana Čergić présente les recherches conduites dans le cadre de sa thèse de doctorat, soutenue en 2022
Supermarchés et transformations économico-sociales dans les Balkans. Trois questions à Milana Čergić
No full textBlog des chercheur·es du Centre Norbert EliasEntretien dans lequel l'anthropologue Milana Čergić présente les recherches conduites dans le cadre de sa thèse de doctorat, soutenue en 2022
Supermarchés et transformations économico-sociales dans les Balkans. Trois questions à Milana Čergić
No full textBlog des chercheur·es du Centre Norbert EliasEntretien dans lequel l'anthropologue Milana Čergić présente les recherches conduites dans le cadre de sa thèse de doctorat, soutenue en 2022
UNESCO, Adult education and political mobilization
Get PDFIn this article the author examine the type of mobilization processes that occur via interactions between the UNESCO and other political actors, and how these processes led to the creation of standard-setting and monitoring instruments, like the Belém Framework for Action (UNESCO 2009) and the Global Report on Adult Learning and Education (UIL 2003, 2013). The findings point at three concurrent processes or modes of mobilization in adult education: landmarking, brokering and framing. Landmarking refers to the process of co-constructing a shared past for a broad set of actors with policy will in adult education; Brokering captures the process of supporting the transaction of values, ideas and information to envision a viable future for adult education; finally framing addresses the structuring of information and intentions to produce materials changes at governmental level in the field of adult education. Drawing on different data sources, for each mode the author present and discuss few of its incidences and visible marks
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