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Beyond Rhetoric

Adult Learning Policies and Practices

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This publication aims to identify what works in the policy and practice of adult learning, drawing on the experience of nine OECD countries: Canada, Denmark, Finland, Norway, Portugal, Spain, Sweden, Switzerland and the United Kingdom (England). It defines the features of a desirable system of adult learning, including ways to motivate adults to learn and methods to deliver appropriate services. This book will be indispensable to policy makers and those involved in the practice of adult learning.

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Issues in Adult Learning

Adult learning is not a new idea, but one that has been evolving for centuries. Efforts are now under way to examine the issues in a lifelong learning perspective. The different views of what adult learning involves – including formal, informal and non-formal learning, learning for personal and professional reasons, full time or part time – make the analysis challenging. Taking account of all that adult learning implies is an important issue in public policy making because of the wide range of needs to be addressed and the range of actors and policy areas that are involved. This chapter describes the policy rationale and presents the key issues that were analysed for the comparative report – issues having to do with strengthening the incentives and motivation for adults to learn, improving the delivery of adult learning, and promoting a better integration of the supply and demand...

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