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Introduction
Currently working on: Adult education and lifelong learning policy in a broad sense.
Skills and Expertise
Current institution
Publications
Publications (35)
This article explores the International Journal of Lifelong Education archives in the period 1982–2020. We analyse how the Journal engages with the issue of inequality. This is accomplished by systematically identifying relevant articles within the archives, and reviewing these whilst taking account of the societal, cultural and political or econom...
Based on an analysis of statements and snaplogs from four Danish female
students writing their masters’ thesis between December 2019 and April
2020, the paper aims to shed light on how mature female students cope
with the dual roles as mother/spouse/partner and student while working on
their masters’ thesis. Their statements are part of a larger pr...
Dette er en forskningsbaseret antologi, der introducerer og diskuterer Carol Bacchis 'What's the Problem Represented to Be?' (WPR) tilgang til policy analyse. I antologien giver såvel forskere som studerende eksempler på på brugen af WPR-tilgangen kombineret med nogle af Carol Bacchis egne tekster og anvisninger til, hvad hun har udgivet – ikke min...
COVID-19 affected societies around the globe and governments had to find immediate ways to deal with challenges arising in the wake of the pandemic, not least the consequences of lock-downs for enterprises and employees. In this context, adult education emerged as a solution to labour market problems induced by COVID-19. In this chapter, we examine...
Transnational organizations like the OECD and the EU have, for many years, focussed on adult career guidance (ACG) as a policy for solving problems, especially those related to the labour market and labour market transitions. In this article, we take a closer look into the development of ACG policies in Finland and Denmark. Drawing on multiple stre...
Writing a master’s thesis is often loaded with expectations and sometimes also a certain amount of anxiety. In this regard, previous research has mostly focused on the importance of the supervisor–supervisee relationship and not how students’ everyday lives and working conditions affect their writing process. Based on a single case study, we reveal...
Historically, adult education has, among other things, been intended to play a role in reducing social inequality in education by offering a new chance to those who had not received as much education in the first place. In this chapter, the development in the political focus on adult education is discussed, as well as why adult education today does...
This chapter examines how visible the Programme for the International Assessment of Adult Competencies (PIAAC) is in widely read newspapers in Denmark, Italy, and the United Kingdom, and how those newspapers use PIAAC data. Analysing 83 articles, editorials and opinion pieces, using a common protocol, it shows that press reporting of PIAAC tends to...
The ‘Programme for the International Assessment of Adult Competencies’ (PIAAC), developed and managed by the OECD, is an important source of knowledge about adult skills as well as an intervention in the field of education policy. One level of the intervention is the presence of PIAAC results in public media and debate. This article presents a comp...
The article examines the purposes UNESCO, OECD and EU historically have attributed to adult education and learning. The aim is to explore changes in international adult education and learning policies from the 1970s until the present day and outline how different international organisations have pushed for specific conceptualisations of what ‘adult...
Drawing on Biesta’s distinction between three functions of education: qualification, socialisation and subjectification, the chapter traces adult education policy in Denmark from the 1960s to the 2010s. Based on analysis of policy papers, we show how adult education policy during the past 50 years has developed from a combined focus on all three fu...
Introduction
In August 2016, the Danish government set up an expert group on how to improve the Danish adult education system. In the terms of reference, the focus was on how to make adult education more responsive to the needs, first, of public and private organisations and, second, of individuals, with the aim of supporting the development of a p...
Neoliberalism has been widely criticised because of its role in prioritising ‘free markets’ as the optimum way of solving problems and organising society. In the field of education, this leads to an emphasis on the knowledge economy that can reduce both persons and education to economic actors and be detrimental to wider social and ethical goals. D...
Denmark has a strong and versatile tradition of adult education. Over a long historical period, adult education for public enlightenment and leisure, for continuing study and for vocational and professional competence have been developed, been made part of state policy and been used by citizens. But in recent years the public and political presence...
I dette kapitel analyseres og diskuteres PIAAC (Programme for International Assess-
ment of Adult Competences), OECD’s undersøgelse af voksnes kompetencer, med
fokus på, resultaternes modtagelse i den danske offentlighed ved publiceringen i 2013.
Formålet med OECDs undersøgelse er eksplicit at inspirere de enkelte landes politik in-
den for bland...
The results of the first PIAAC survey were published in October 2013. In the case of Denmark, the survey showed that Denmark is below the OECD average when it comes to reading skills, above average with regards to numeracy and on average with regards to IT skills. In this paper we analyse how the PIAAC results were covered by the media and how diff...
The five articles in this special issue offer empirically and theoretically informed accounts from education policy research carried out in different national contexts in Europe. This special issue sheds light on how modernising approaches to educational governance and reform, grouped under the umbrella of new public management, are strongly presen...
The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, w...
For years, increased use of ICT in education and training has been part of the Danish education policy, and the number of
computers in schools and the actual use of ICT have grown. At the same time, school leaders’ and teachers’ pedagogical paradigm
in primary and lower secondary schools seems to be changing from a lifelong learning paradigm (focus...
General adult education, vocationally oriented adul t education and liberal education often represent separated fields of public intervention. Each of th ese sectors is characterized by organizational features and a financial structure that support the pursuing of specific educational goals. These distinctions are reflected not only in the provisio...
Based on exploratory factor analysis of data from a special Eurobarometer-survey dedicated to lifelong learning, different categories of reasons for not taking part in adult education and training is developed. 18.000 people living in the 15 old EU member countries in the survey were among other topics were asked what would be the most likely obsta...
Formålet med denne analyse er at tilvejebringe viden om effekter og oplevede udbytte af deltagelse i voksen-, efter-og videreuddannelse (VEU) for de som deltager i disse aktiviteter. For så vidt angår effektstudiet, måles dette på det efterfølgende beskaeftigelses-omfang, lønnen, samt efterfølgende studieårs-tilvaekst, altså fremtidige uddannelses-...
