engleski

Young adults as a target group of lifelong leraning policies

Lifelong learning policies may construct target groups in two different ways. Firstly, some times encompassing systems of lifelong learning policies implement programmes for specific social categories in terms of school performance, gender or ethnicity. Secondly, lifelong learning policies are much more fragmentary in many countries. There, experts and the very young adults may assume that programmes compensating for early school leaving and vocational training schemes ‘are’ lifelong learning. In these circumstances, it is likely that the same specific social categories become the target of these policies by default. This chapter discuss the consequences of constructing these target groups of lifelong learning policies in nine member states of the European Union. The pros and cons of this policy instrument are considered at different geographical scales such as the whole Union, member states and functional regions. In addition, the chapter explores to what extent the construction of these target groups draws on wider societal classifications of socio-economic background (e.g. previous school performance), gender and ethnicity. Across countries, the institutional design is not similarly comprehensive.

lifelong learning policies ; young adults ; European Union

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