Global Perspectives on Adult Education and Learning Policy

Idowu Biao, University of Botswana, Botswana Ana Canen, Federal University of Rio de Janeiro, Brazil Peter Easton, Florida State University, USA John Field, University of Stirling, UK Keith Hammond, University of Glasgow, UK Martin Kopecký, Charles University in Prague, Czech Republic In Tak Kwon, Chonbuk National University, South Korea Sayantan Mandal, Universidad de Deusto, Spain Tonic Maruatona, University of Botswana, Botswana Lesley McBain, University of California, USA Marcella Milana, Aarhus University, Denmark Tom Nesbit, Simon Fraser University, Canada Balázs Németh, University of Pécs Hungary Eugenia A. Panitsides, University of Macedonia, Greece Kjell Rubenson, University of British Columbia, Canada Malaika Samples, Florida State University, USA Michal erák, Charles University in Prague, Czech Republic Michael Tagoe, University of Ghana, Ghana Alan Tuckett, University of Wolverhampton, UK Raúl Valdés-Cotera, UNESCO Institute for Lifelong Learning (UIL), Germany

• Preface; Tom Nesbit and Marcella Milana1. Introduction: Global Outlook on Adult Education and Learning Policies; Marcella MilanaPART I 2. Policies for Adult Learning in Scotland; John Field3. Adult Education and Learning Policy in the Czech Republic; Martin Kopecký and Michal Šerák4. Adult and Continuing Education Policy in the United States of America; Marcella Milana and Lesley McBain5. Adult Education and Cultural Diversity in Brazil: National Policies and Contributions of Higher Education; Ana Canen6. Analysis of Policies in Education of Young People and Adults (YAE) in Mexico; Raúl Valdez-CoteraPART II7. The State of Adult Education in Botswana in the Twenty-First Century; Idowu Biao and Tonic Maruatona8. Changing Trends in Adult Education in Ghana: Issues of Policies, Ideology and Learning; Michael Ayitey Tagoe9. Adult Education in Palestine after the Oslo Accords and Operation Protective Edge; KeithP Hammond10. Towards a Learning Society: An Analysis of Adult Education Policies and Systems in South Korea; In Tak Kwon11. Learning the World? - Changing Dimensions of Adult Education and Lifelong Learning in India; Sayantan MandalPART III12. Lifelong Learning for All Adults? A New Concept for UNESCO - Limits and Opportunities for a Changing Inter-Governmental Organisation; Balázs Németh13. Framing the Adult Learning and Education Policy Discourse: The Role of the OECD; Kjell Rubenson14. Adult Education at the World Bank: Poor Cousin or Key Stakeholder; Peter Easton and Malaika Samples15. Towards ''Utilitarian'' Adult Education Perspectives? A Critical Review of the European Union Adult Education Policy; Eugenia A Panitsides16. The International Council for Adult Education and Adult Learning Policy: Addressing the Gap Between Rhetoric and Practice; Alan Tuckett17. Conclusion: Global Developments in Adult Education Policy;Tom Nesbit

“Milana and Nesbit’s contribution to the Palgrave series on Studies in Global Citizenship Education and Democracy is much needed. … this is an excellent and captivating volume that leaves the reader hungering for greater depth and analysis. The case studies are almost all interesting and informative and they are a welcome first step in the growing area of policy analysis in adult education and lifelong learning.” (Amy D. Rose, Adult Education Quarterly, Vol. 67 (1), February, 2017)“This is a very authoritative resource book on the current status of policies on adult education and lifelong learning in the countries and international agencies represented. It will definitely serve well as a professional guide for any reader to acquire a realistic understanding of the context in order to prepare practitioners and policy makers to link rhetoric with practicein the field of adult education and lifelong learning.” (Tiedao Zhang, International Review of Education, August, 2016)“This book … reflect historical trajectories which have led to policy intersections between adult education and higher education and the inclusion of chapters from lesser-written-about countries such as Palestine, Scotland, the Czech Republic, South Korea and Ghana. … As a complementary text to the more mechanistic, but more global, coverage of country contexts that is now provided through UNESCO’s Global Reports on Adult Learning and Education, this book provides a useful and insightful contribution.” (Julia Preece, International Journal of Continuing Education and Lifelong Learning, Vol. 8 (2), May, 2016)