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Titel
Negotiation and officialisation: how commissions and task forces contribute to adult education policy in Italy and Denmark
Autoren
OriginalveröffentlichungEuropean journal for Research on the Education and Learning of Adults 9 (2018) 2, S. 211-227 ZDB
Dokument  (376 KB)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN2000-7426; 20007426
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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.)
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Eintrag erfolgte am31.01.2019
QuellenangabeMilana, 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; 10.3384/rela.2000-7426.rela245
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