TY  - JOUR
AB  - In the following article, we share our findings from the comparative analyses of 54 lifelong learning policy measures implemented in nine European countries, with a particular focus on their orientations, objectives, and solutions devised. Informed by the theoretical framework of Interpretive Policy Analysis (IPA), we have further reasoned on the impacts and unintended effects on young adults’ life course transitions, especially those in vulnerable positions, as well as on the hidden ambivalences and incompatibilities in the objectives and orientations of lifelong learning policies. The article provides, first, a brief discussion of the conceptual and methodological choices made. Second, it gives an overview of the design and data basis of our research. In the third section, we present and discuss the central findings from our interpretive analyses, and we finally conclude with a discussion on current trends in lifelong learning policymaking and on their impact on young adults’ transitions.
AU  - Parreira do Amaral, Marcelo
AU  - Do Amaral, Marcelo Parreira
AU  - Amaral, Marcelo Parreira do
AU  - Zelinka, Jozef
DA  - 2019
DO  - 10.1080/03050068.2019.1619333
KW  - Life course transitions
KW  - LLL policies
KW  - Europe
KW  - vulnerability
KW  - interpretive policy analysis
KW  - cultural political economy
KW  - young adults
LA  - eng
N1  - Die Veröffentlichung erfolgt mit freundlicher Genehmigung der Taylor & Francis Group.
N1  - Preprint-Manuskriptfassung der Druckausgabe: Comparative Education, Taylor & Francis Group, 2019, ISSN: 0305-0068 (Print) 1360-0486 (Online)
PY  - 2019
TI  - Lifelong learning policies shaping the life courses of young adults. An interpretative analysis of orientations, objectives and solutions
UR  - https://nbn-resolving.org/urn:nbn:de:hbz:6-64159642590
Y2  - 2024-11-21T23:58:32
ER  -