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Title
Negotiation and officialisation: how commissions and task forces contribute to adult education policy in Italy and Denmark
Authors GND-ID; GND-ID
SourceEuropean journal for Research on the Education and Learning of Adults 9 (2018) 2, S. 211-227 ZDB
Document  (376 KB)
License of the document In copyright
Keywords (German)Erwachsenenbildung; Bildungsreform; Kommission; Arbeitsgruppe; Bildungspolitik; Politisches System; Entwicklung; Bildungssystem; Regierung; Steuerung; Öffentliches Bildungswesen; Vergleichsuntersuchung; Dänemark; Italien
sub-disciplineAdult Education / Further Education
Document typeArticle (journal)
ISSN2000-7426
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):In this article we examine and contrast how the work of commissions and task forces, assembled to negotiate consensus on important policy issues, contributed to reforms affecting adult education in Italy and Denmark over the period 2000-2016. First, we conceptualise the work of commissions and task forces as a key, yet underexplored, element in national policy reforms, then outline the methodology employed. Following is our comparative analysis. Our discussion highlights that commissions and task forces have been an important element in both countries, and at least three dimensions help explain their country-specific functions: 1) the type of the national political system; 2) its ideological strength over time; and, 3) the nature of its relation to the European Union (EU). We suggest that these dimensions should be adequately considered in further studies. (DIPF/Orig.)
other articles of this journalEuropean journal for Research on the Education and Learning of Adults Jahr: 2018
additional URLsDOI: 10.3384/rela.2000-7426.rela245
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Date of publication31.01.2019
CitationMilana, Marcella; Rasmussen, Palle: Negotiation and officialisation: how commissions and task forces contribute to adult education policy in Italy and Denmark - In: European journal for Research on the Education and Learning of Adults 9 (2018) 2, S. 211-227 - URN: urn:nbn:de:0111-pedocs-161458 - DOI: 10.25656/01:16145
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