Marcella Milana

Marcella Milana
University of Verona | UNIVR · Department of Philosphy, Education and Psychology

PhD

About

108
Publications
13,453
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973
Citations
Citations since 2017
51 Research Items
730 Citations
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Introduction
Marcella Milana currently works at the Department of Human Sciences, University of Verona. Marcella does research in Comparative Education, Adult Education, and Education policy and governance. She is currently involved in the project 'ENLIVEN - Encouraging Lifelong Learning for a Vibrant and Inclusive Europe.'
Additional affiliations
August 2005 - October 2008
Aarhus University
Position
  • Professor (Assistant)

Publications

Publications (108)
Article
The editors approached the 40th anniversary of the International Journal of Lifelong Education as an opportunity to consider the field by exploring how a corpus of 1462 articles (the first 40 volumes of the journal) questioned and shaped the field. A subset of advisory board members and the editors gathered in 2021 in groups to analyse major topics...
Article
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...
Article
The question of what the research of lifelong education is all about needs to be revisited from time to time. Not only is this line of research approached from a multitude of academic disciplines – such as sociology, psychology or philosophy – the very concepts that are used to denote the field also undergo important changes over time, e.g. from li...
Chapter
This chapter clarifies why adult education is the most complex segment of lifelong learning markets on which policy can intervene, thus the difficulty of regulating it within multi-level governance systems like the European Union (EU). Summarising the main results of the empirical studies presented in this volume, this chapter argues that regulator...
Chapter
This chapter outlines the instruments approach to studying European governance used in this book. It draws from public administration, political science and public policy literature that (1) evaluates the effects of policy instruments, (2) appreciates the choice of policy instruments and (3) unpacks the process through which policy instrumentation...
Chapter
This chapter focuses on the Renewed European Agenda on Adult Learning and elucidates the three substantive authoritative functions (i.e. legal, epistemic and procedural) it performs to ease European governance in the adult education policy domain. It traces the development of the European policy objectives in the area of adult learning and the ‘ins...
Chapter
This chapter focuses on the Youth Guarantee (YG) to understand how European governance mechanisms can affect adult education in member states. It clarifies how young adults that are Not in Employment, Education or Training (NEETs) came to be conceived as a privileged target of European policy, the reasons behind the YG, and how the European Union (...
Chapter
This chapter focuses on Education and Training 2020 (ET 2020), a significant European policy framework that provides an integrated approach to education and training. The chapter identifies the main governance mechanisms and policy instruments used by the European Union (EU) institutions within ET 2020 that lead to increased domestic policy adaptat...
Chapter
This chapter focuses on the European Semester and its yearly cycle of policy coordination of fiscal and macroeconomic policies within the European Union (EU). It traces the shifts that occurred through the first codification of the European Semester in 2011, and up to 2018, from softer to more binding procedures, which set the EU agenda well beyond...
Chapter
This chapter applies a Welfare Regimes framework to further examine the processes of domestic adaptation to the Youth Guarantee (YG) in Austria, Bulgaria, Denmark, Estonia, Belgium, Italy, Slovakia, Spain and the United Kingdom. It connects the evidence from Chaps. 9– 17 to selected Welfare State Regimes’ (WSRs) characteristics, covering also adult...
Article
Full-text available
This paper considers the changing modes of governance of education policy in the European Union (EU) and Australia through a lens of 'soft governance'. It considers the increased use of 'policy instruments' such as benchmarking, targets, monitoring, data-generation in policy-making in recent decades. It considers the roles these policy instruments...
Book
“A highly important and timely edited collection on a topic of remarkable and growing significance... Well-theorised and featuring empirical examples from a range of countries and contexts, this book is thoroughly recommended for students and scholars interested in the field of the European governance of lifelong learning.” —Sotiria Grek, Universit...
Article
The influence of the European Commission (EC) expert groups on policy coordination within the European Union has received a growing interest among researchers, who have assessed their role in policy-making processes, their participation patterns, their transparency, and their knowledge-generating process. This article interrogates the structural co...
Article
Full-text available
This article examines the working of complex intergovernmental policies that have brought about new opportunities and structures in European adult education since the 2008 global financial crisis. Drawing on political sociology, it restricts attention on the Renewed European Agenda for Adult Learning (2011), to examine its historical development, a...
Article
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...
Chapter
This chapter reflects on the main arguments pursused by Field, Künzel and Schemmann in Chap. 10. In the first section I interrogate the ways concepts used to frame a particular research field (e.g. Comparative Adult Education) conditions how we construe a field of academic knowledge and its positioning within the adult education research landscape....
Article
Full-text available
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 nat...
Chapter
This chapter outlines key areas of literature and policy that have influenced or affected our research on the comparative study of adult education. Policy influences include the growth of lifelong learning within a neoliberal framing since the 1990s and the rise of ‘evidence-based’ approaches with a narrow reliance on quantitative data. Much of our...
Book
This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research...
Article
Full-text available
The article problematises the role Adult Basic and Secondary Education (ABSE) plays in response to global challenges, under the influence of global policy. Drawing on a three-year study that assumed a social realism perspective and employed situational analysis, it discusses three dimensions of policy making in adult education: the scales of politi...
Book
Global Networks, Local Actions: Rethinking adult education policy in the 21st century examines public policy developments in adult education, exploring the policy framing of adult education practice in a range of socio-cultural contexts, and contributing to the development of policy research from global and comparative perspectives. Drawing from mu...
Chapter
This chapter frames comparative and global policy studies on adult education as an intelligible area of research, and presents a meta-investigation that, without claiming to be exhaustive, enables researchers to reflect on and interpret what connects existing studies, and identify possible gaps. It does so on a corpus of 58 academic texts produced...
Book
This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research...
Book
Global Networks, Local Actions: Rethinking adult education policy in the 21st century examines public policy developments in adult education, exploring the policy framing of adult education practice in a range of socio-cultural contexts, and contributing to the development of policy research from global and comparative perspectives. Drawing from mu...
Article
The idea of “sustainability” as a core value has slowly permeated policy and practice at governmental and institutional levels, in public and private policy. However, at times when social and economic crises have revealed the fragility of existing institutions and policies, it is important to consider how sustainability is – and could be – integrat...
Article
Full-text available
Como em outros campos de trabalho, a profissionalizacao na educacao de adultos esta sendo afetado por rapidas mudancas sociopoliticas; diferentemente, porem, desmembrar o conceito de profissionalizacao na educacao de adultos e mais complexo devido a propria amplidao do campo e as suas peculiaridades. Esta contribuicao reve modelos tradicionais de p...
Book
Adult and Lifelong Education explores why politicians, researchers, and practitioners involved in educating post-school young people and adults have quietly abandoned the term ‘education’ in favour of ‘learning’. Bringing together contributions from experienced as well as younger scholars, and from Europe, North America, and Australasia, it draws o...
Article
Aknowledging the complexity of local-global interconnections, the author argues for the adoption of a global polity perspective in adult education, here applied to study mobilisation processes that occur through UNESCO. The findings point to three processes that cross geopolitical borders and professional interests: ‘landmarking’, by which a shared...
Article
This article revisits the concept of “global polity” as a useful conceptual tool for studying public policy development in adult education. First, it describes the relations between polity, policy, and praxis and how these are addressed in adult education research. Then, it reviews how policy is conceptualized in terms of material and ideational cr...
Book
Most observers regard both adult and higher education as key for citizenship and democracy yet the worldwide contexts, appearance and expression of adult education and lifelong learning have changed significantly during the past 20 years. Focusing on ten countries (Scotland, Czech Republic, USA, Brazil, Mexico, Botswana, Ghana, Palestine, South Kor...
Chapter
Self-portrayed as ‘the largest and most technologically powerful economy…with a per capita GDP of $49,800’ (CIA, 2014), the USA, with a population of over 300 million, is the third most populous country ]in the world. A founding member of the UN and the OECD, and one of the world’s major economies, it exerts political influence well beyond its terr...
Chapter
Full-text available
This volume reviews adult education and learning policies in several countries, state-led institutions and other international organizations. Such an enterprise is not just ambitious in scope but also multifaceted, as opinions about, and approaches to, adult education and learning policies differ. Interpretations vary extensively, based on sociocul...
Article
Full-text available
Sustainable growth and development are intrinsically linked with the ways societal problems are thought of and addressed in public and private policy. However, at times when social and economic crises have shown the fragility of existing institutions and policies, it is important to debate how sustainability is – and could be – integrated into educ...
Article
Under the Bill Clinton's administration, the U.S. approved the Workforce Investment Act (WIA) of 1998; the backbone for public adult education in many states. But since its expiration (2003), and despite multiple attempts, the Act lacked reauthorized until summer 2014, when a Workforce Investment and Opportunity Act was signed into law. In this con...
Chapter
The Memorandum on lifelong learning invites to increase investment in human resources as, at an individual level, the acquisition of skills and knowledge increases a person’s productive value, an idea that is grounded in human capital (HC) theory, and which still informs much of the debate in adult education today. This chapter critically examines...
Article
Full-text available
In this article the author examine the type of mobilization processes that occur via interactions between the UNESCO and other political actors, and how these processes led to the creation of standard-setting and monitoring instruments, like the Belém Framework for Action (UNESCO 2009) and the Global Report on Adult Learning and Education (UIL 2003...
Article
This is the introduction to a Special Issue on ‘Adult and lifelong education: the European Union, its member states and the world’. The starting point for the contributions is that, while education and lifelong learning in the EU are now receiving more attention in the policy literature, adult education has remained something of a ‘poor cousin’. Th...
Chapter
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Article
Full-text available
http://www.lline.fi/en/article/research/22013d/it-s-about-us-reflections-on-education-for-active-citizenship-within-the-european-union
Article
Globalisation, transnational policies and adult education – This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper i...
Article
Full-text available
This article reflects on the shift in vocabulary from (adult and continuing) education to (lifelong) learning and the ideological and purposive orientations it carries. It does so by critically addressing the changes occurred in policy discourses concerned with the education of adults after WWII at transnational level. The main argument is that the...
Article
Full-text available
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...
Article
Full-text available
The article presents selected findings from in‐depth case studies of two non‐formal learning activities organized by the Danish Folk High Schools and Day High Schools, respectively. The purpose of the empirical study was to investigate how longstanding, non‐formal, adult education institutions have worked to foster the acquisition of civic competen...
Article
Full-text available
- In 2001 a new emphasis on learning for democratic citizenship has been championed by the European Commission's Communication on Making a European area of lifelong learning a reality. The communication recognizes active citizenship as one of the four "broad and mutually supporting objectives" of the lifelong learning strategy. Accordingly, civic c...
Conference Paper
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...
Article
This article reviews 1) the establishment and functioning of EU citizenship, 2) the resulting perception of education for European active citizenship and 3) the question of its adequacy for enhancing democratic values and practices within the Union. Key policy documents produced by the EU help to unfold the basic assumptions on which democratic pri...
Article
Full-text available
El objetivo de este artículo es examinar los procesos de formulaciones políticas y los objetivos de las agendas para el desarrollo de las competencias en base a la Estrategia de Lisboa. En particular, la parte primera se centra en el "ideal regulador" de la UE para el desarrollo de las competencias que surge de los documentos políticos clave desarr...
Chapter
Full-text available
This paper briefly reviews some of evidence on participation patterns in Nordic countries and some of the defining parameters that may explain the observations. This is done in a comparative perspective by contrasting results from the 2003 Eurobarometer data between Nordic countries and a handful of non-Nordic countries. An emphasis is placed on th...

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Projects

Project (1)
Project
ENLIVEN is a new Horizon 2020 project, funded by the European Commission. It runs from October 2016 - September 2019.