This book explores the formation and development of the cross-national patterns of adult learning systems between 1989 and 2019 in four Central European countries: the Czech Republic, Slovakia, Hungary and Poland. Drawing on the approach of the political economy of adult education and historical institutionalism, the book closely examines (1) how the institutional settings in these countries have formed, evolved and contributed to overall participation in adult education and training, (2) how they have shaped patterns of participation and unequal chances to be involved in this social activity, as well as (3) perceived barriers to access organized learning and related governmental policies.

This book offers a contemporary overview of key findings regarding adult learning systems. It delves into the factors that influence participation in adult education and training. Through the utilization of the novel framework, GALS (Global Adult Learning Space), the book not only highlights a crucial distinction among adult learning systems within the region but also presents in-depth case studies of these systems in Poland, the Czech Republic, Hungary, and Slovakia spanning a 30-year period. Despite these countries sharing similar institutional backgrounds and societal challenges, the book reveals that their adult learning systems have undergone divergent trajectories over the past three decades. This book will be useful to researchers and scholars in the fields of adult education, comparative education, welfare policy, sociology of education, and European studies.

Presents key findings concerning factors that impact participation in adult education and training Introduces a framework, GALS (Global Adult Learning Space), to enhance the analysis of adult learning systems Explores case studies focused on four European countries: Poland, Czechia, Hungary, and Slovakia

Autorentext

Jan Kalenda is an associate professor of adult education at Tomas Bata University in Zlin (TBU), Czech Republic, and a Fulbright scholar at the University of California Los Angeles. Between 2017 and 2022, he served as vice-rector for educational activities and quality management at TBU. His areas of research and publication focus on participation in adult education and training, barriers and motivation to lifelong learning and adult learning systems.

Zusammenfassung

The book is organised into seven parts accompanying the reader on a journey. This book caters for multiple interested audiences. People willing to learn about adult education developments, especially in Central Europe, will find interesting cases to familiarise themselves with; those studying global education systems from comparative perspectives may also find inspiration ... . (Marcella Milana, International Review of Education, Vol. 71 (2), 2025)

Inhalt

Part I: Introduction.- Chapter 1. The Objective of the Book.- Part II: Theory.- Chapter 2. Typologies of ALSs.- Chapter 3. Participation theories in AET.- Chapter 4. Barriers to participation in AET.- Part III: Analytical Approach and Methodology.- Chapter 5. General Analytical Approach.- Chapter 6. Methodology.- Part IV: Formation Paths of ALSs in CE.- Chapter 7. Hungary.- Chapter 8. Czech Republic.- Chapter 9. Slovakia.- Chapter 10. Poland.- Part V: CE ALSs in Global Adult Learning Space.- Chapter 11. Vertical axis: Volume of participation.- Chapter 12. First horizontal axis: The extensification of AET.- Chapter 13. Second horizontal axis: Orientation toward FAE.- Chapter 14. Third horizontal axis: Employers support of NFE.- Chapter 15. Fourth horizontal axis: Public provision of NFE.- Chapter 16. Fifth horizontal axis: Demand for AET.- Part VI: Patterns of Participation and Barriers in CE ALSs.- Chapter17. Participation Patterns in AET.- Chapter 18. Barriers to participation in AET.- Part VII: Discussion and Conclusion.- Chapter 19. Three Stages of ALSs Formation in CE.- Chapter 20. Key Drivers of ALSs Formation in CE.- Chapter 21. Conclusion.