Capabilities for unemployed adults
Active labour market policy-based adult education programmes in Austria and Italy
Datos Bibliográficos
| ID | 21498842 |
|---|---|
| Autores | Philipp Assinger (0000-0002-0162-7601, University of Graz, autor de correspondencia), Chiara Biasin (0000-0002-6221-638X, University of Padua) |
| Año | 2026 |
| Páginas | 1-26 |
| Fecha de publicación | 2026-05-11 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Studies in the Education of Adults (JOURNAL) |
| Identificadores de la revista | ISSN: 0266-0830 • E-ISSN: 1478-9833 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02660830.2026.2669402 |
| OpenAlex | W7160870189 |
| Idioma | EN |
| Referencias citadas | 39 |
Labour market-oriented adult education (AE) is a policy focus, nevertheless an ambivalent topic in academia. Policy attracts significant critique because it favours instrumental provision to support economic interests over emancipatory provision to support learner’s personal development. In this article, we contextualise this critique. We apply the capability approach (CA) to make room for both a moderate human capital and a humanistic understanding of AE. As a conceptual framework, the CA underpins an idiographic research interest in understanding how far active labour market policy (ALMP)-based AE programmes in Austria and Italy provide unemployed adults with the opportunity to choose educational and occupational pathways in a non-enforced fashion. Access, processes, and outcomes of the AE programmes are considered as dimensions where individual resources are converted into capability – the freedom to choose what one has reason to value. Differences among the countries emerge from the conceptual model, the modes of governance, and how the programmes are related to the education system. The article contributes a contextualised and critical, yet pragmatic view of labour market-oriented AE to the academic discourse and encourages empirical research focussing on the experiences of programme participants
Adult education · Education economics · Job training · Lifelong learning · Unemployment · Vocational education · Education in Diverse Contexts · Higher Education Learning Practices · Public Administration, ICT, and Policy Development
Doing Triangulation and Mixed Methods
Individual working lives and collective action. An introduction to capability for work and capability for voice
Algorithmic Profiling of Job Seekers in Austria
Training policy among vulnerable unemployed groups
Validation of non‐formal and informal learning to support disadvantaged learners
Towards a human-centered education in the age of algorithmic governance
Adult Vocational Qualifications Reduce the Social Gradient in Education
Factors Influencing the Ability to Achieve Valued Outcomes among Older Long-Term Unemployed People
The end of the credential society? An analysis of the relationship between education and the labour market using big data
A typology of education and training provisions for low educated adults
References on innovative methodologies for adult training
Normative presumptions of the European Union’s adult education policy
Investing over the life course
Tracing the conception of adult learners in second chance education. An analysis of an adult education system in French-speaking Belgium
Investing in skills to overcome the crisis? Low-skilled workers in Italy
Equity and social exclusion measures in EU lifelong learning policies
Lifelong learning policies and young adults
Toward a modular understanding of school-to-work transitions
Revisiting credentialism – why qualifications matter
Re‐Skilling in the Age of Skill Shortage
Good intentions and Matthew effects
The Capability Approach
Lifelong learning
A Capability Approach to Understand the Scarring Effects of Unemployment and Job Insecurity
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |