Preface; Tom Nesbit and Marcella Milana

1. Introduction: Global Outlook on Adult Education and Learning Policies; Marcella Milana

PART I

2. Policies for Adult Learning in Scotland; John Field

3. Adult Education and Learning Policy in the Czech Republic; Martin Kopecký and Michal serák

4. Adult and Continuing Education Policy in the United States of America; Marcella Milana and Lesley McBain

5. Adult Education and Cultural Diversity in Brazil: National Policies and Contributions of Higher Education; Ana Canen

6. Analysis of Policies in Education of Young People and Adults (YAE) in Mexico; Raúl Valdez-Cotera

PART II

7. The State of Adult Education in Botswana in the Twenty-First Century; Idowu Biao and Tonic Maruatona

8. Changing Trends in Adult Education in Ghana: Issues of Policies, Ideology and Learning; Michael Ayitey Tagoe

9. Adult Education in Palestine after the Oslo Accords and Operation Protective Edge; Keith P Hammond

10. Towards a Learning Society: An Analysis of Adult Education Policies and Systems in South Korea; In Tak Kwon

11. Learning the World? - Changing Dimensions of Adult Education and Lifelong Learning in India; Sayantan Mandal

PART III

12. Lifelong Learning for All Adults? A New Concept for UNESCO - Limits and Opportunities for a Changing Inter-Governmental Organisation; Balázs Németh

13. Framing the Adult Learning and Education Policy Discourse: The Role of the OECD; Kjell Rubenson

14. Adult Education at the World Bank: Poor Cousin or Key Stakeholder; Peter Easton and Malaika Samples

15. Towards ''Utilitarian'' Adult Education Perspectives? A Critical Review of the European Union Adult Education Policy; Eugenia A Panitsides

16. The International Council for Adult Education and Adult Learning Policy: Addressing the Gap Between Rhetoric and Practice; Alan Tuckett

17. Conclusion: Global Developments in Adult Education Policy; Tom Nesbit                                                                                      

The worldwide appearance and expression of adult education and lifelong learning have changed significantly during the past 20 years. This book explores recent changes in their related national and international policies, how they intersect with developments in higher education and how they may contribute to debates on citizenship and democracy.

Idowu Biao, University of Botswana, Botswana Ana Canen, Federal University of Rio de Janeiro, Brazil Peter Easton, Florida State University, USA John Field, University of Stirling, UK Keith Hammond, University of Glasgow, UK Martin Kopecký, Charles University in Prague, Czech Republic In Tak Kwon, Chonbuk National University, South Korea Sayantan Mandal, Universidad de Deusto, Spain Tonic Maruatona, University of Botswana, Botswana Lesley McBain, University of California, USA Marcella Milana, Aarhus University, Denmark Tom Nesbit, Simon Fraser University, Canada Balázs Németh, University of Pécs Hungary Eugenia A. Panitsides, University of Macedonia, Greece Kjell Rubenson, University of British Columbia, Canada Malaika Samples, Florida State University, USA Michal erák, Charles University in Prague, Czech Republic Michael Tagoe, University of Ghana, Ghana Alan Tuckett, University of Wolverhampton, UK Raúl Valdés-Cotera, UNESCO Institute for Lifelong Learning (UIL), Germany