The OECD solutionism and mythologies in adult education policy
Skills strategies in Portugal and Slovenia
Bibliographic Data
| ID | 21458676 |
|---|---|
| Authors | Borut Mikulec (0000-0002-4500-3091, Department of Educational Sciences, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia, corresponding author), Paula Guimarães (0000-0002-2197-1004, Instituto de Educação, Universidade de Lisboa, Lisbon, Portugal) |
| Year | 2023 |
| Volume | 45 |
| Issue | 3 |
| Pages | 324-343 |
| Publication date | 2023-09-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2022.2092090 |
| OpenAlex | W4283585404 |
| Language | EN |
| Citations received | 3 |
| References cited | 40 |
The role of international governmental organisations (IGOs) in global policymaking has received significant attention in the field of adult learning and education (ALE) in the twenty-first century, and the Organisation for Economic Co-operation and Development (OECD) was recognised as one of the most influential IGO due to its skill surveys – such as the Programme for the International Assessment of Adult Competencies (PIAAC). However, while the majority of empirical studies in the field have focused on the analysis of PIAAC data, little attention has been given to the influence of the OECD skills strategies on the development and/or improvement of national ALE systems. This study addresses this gap in two OECD member states – Portugal and Slovenia – by applying the ‘what’s the problem represented to be?’ approach to policy analysis and using the theoretical concept of myth in defining policy problems. Our findings indicate that although both countries’ ALE systems differ, they share problem representations that reinforce several policy myths: ALE is a solution to tackle socioeconomic problems; unemployment is a problem of low-skilled adults; the learner-centred approach is a way to raise participation in ALE, and improved governance is a means to advance national ALE systems
Corporate governance · Economic growth · Economics · Management · Mythology · Political science · Public relations · Socioeconomic status · Sociology · Unemployment · Education Systems and Policy · Global Educational Policies and Reforms · Higher Education Learning Practices · Public Administration
Getting Skills Right
Globalizing Education Policy
Economics and the Political Economy of Adult Education
Paradox of Utilitarian Recognition of Prior Learning
Why are low-educated adults underrepresented in adult education? Studying the role of educational background in expressing learning needs and barriers
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
Policy mobilities and methodology
Affect theory and policy mobility
Lifelong education and learning, societal project and competitive advantage
Re-reading the OECD and education
Is knowledge capital theory degenerate? Piaac, Pisa, and economic growth
Exploring the OECD survey of adult skills (Piaac)
Of myths and monitoring
Following policy
Normative presumptions of the European Union’s adult education policy
Critical viewpoints on adult literacy practices at the time of Piaac
Adults who do not want to participate in learning
Adult and lifelong education
Busting the myth of low-skilled workers – destabilizing EU LLL policies through the life stories of Danes in low-skilled jobs
The influence of international intergovernmental organisations on Slovenian adult education policies
Myths and the definition of policy problems
Ideology and discourse analysis
Globalisation, transnational policies and adult education
International organizations establishing their scientific authority
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |