Towards understanding of policy transfer and policy learning in adult education in the context of United Kingdom

Abstract

Over the past decade, adult education and Vocational Education and Training (VET) in the UK context have been strongly affected by the implications of unstable political, social and economic situations, specifically in relation to social and economic inclusion of vulnerable young adults. This paper argues, that the development of policy transfer and policy learning in adult education has been characterised by its multidimensional nature and has been influenced by the implications of contemporary global challenges, country-specific priorities and the European agenda on inclusion. The notion of policy learning in adult education highlights the complex interdependencies between policies and practices. We will endeavour to consider how the complex interplays between country-specific priorities, global discourses and the European agenda on active citizenship (AC) contribute to national policies and practices for social inclusion of young adults in the UK context. Selected case studies will demonstrate the ways this policy agenda transfers into specific programmes for vulnerable young adults.