Adult Education Academy

Prof. Natália Alves

Natália Alves is an associate professor at Instituto de Educação, Universidade de Lisboa. She holds a PhD on Sociology of Education. 

Her main fields of research are school to work transitions and IVET and CVET policies, forms of provision and practices.

CG6: National/regional adult education and lifelong learning policies

Co-Moderator: Prof. Paula Guimarães

The analysis of national/regional adult education and lifelong learning policies can follow the models proposed by Lima and Guimarães (2011): democratic emancipatory model; modernisation and state control model; and human resources model. This analytical proposal includes several criteria allowing the identification of political orientation and priorities, organisational dimensions and conceptual elements and the interpretation of main subjects underlying adult education policies in recent decades. These models seek to embrace a wide range of adult education policies adopted in different countries and regions, many of these reflecting the impact of the European Union or other international governmental organisations. Built on a continuum, these analytical models are not exclusive but can show hybridisation, as a national or regional policy can present characteristics of different models. Some countries or regions favour policies based on upskilling of the workmanship through learning programmes, its adaptation to the labour market needs and the raise of productivity and economic competitiveness; others are more directed at developing education and training systems, favouring formal education and training, school certification and professional qualification of adults that are part of more formalised and ruled labour markets; others still are oriented towards democratic and emancipatory principles, fostering participation and equality of opportunities within liberal adult education and popular education programmes.

The expected learning outcomes of this comparative group is to gain insights on:

  1. different as well as similar national/regional adult education and lifelong learning policies in several countries or regions, and
  2. understanding such similarities and differences according to national/regional historical and contextual aspects.

  1. ALVES, N; SCHMIDT-LAUFF, S; DOUTOR, C.; CAMPOS, L. (2020): Contexts of Recognition of Prior Learning. Andragoške studije, 2, 87-110.
  2. NEVES, T.; ALVES, N.; CONCETTA, A.; DOMOVIC, V. (2019): The changing meanings of Lifelong Learning policies: consequences for young adults and their life courses. In: AMARAL, M.P.; KOVACHEVA, S.; RAMBLA, X. (Hrsg.): Navigating between Knowledge and Economy. Lifelong Learning Policies for Young Adults in Europe. Bristol. S. 209-2016.
  3. RODRIGUES, M.; QUEIROGA R.; RIBEIRO, A. B.; ALVES, N.; NEVES, T. (2019): Lifelong learning policies supporting young adults in two Portuguese regions, International Journal of Lifelong Education, DOI: 10.1080/02601370.2019.1690596
  4. ALVES, N.; GUIMARAES, P. (2017): COMPALL Winter School students’ motivations. In: EGETENMEYER, R.; GUIMARAES, P.;
  5. NÉMETH, B. (Hrsg.): Joint Modules and Internationalisation in Higher Education. Reflections on the Joint Module “Comparative Studies in Adult Education and Lifelong Learning. Frankfurt. S. 143-158.
  6. GUIMARAES, P., ALVES, N. (2016): Adult educators in Portugal: from the European Union guidelines to a national public policy of lifelong learning technicians. In: EGETENMEYER, R.; SCHMIDT-LAUFF, S.; BOFFO, V. (Hrsg.): Adult Learning and Education in International Contexts. Future Challenges for its Professionalisation. Frankfurt. S. 75-76.
  7. ALVES, N.; ALMEIDA, A.J.; QUEIROGA, R.E.; GUIMARAES, P. (2018): Vocational education and training policies: the tension between inclusion, employability and democratization. IN: GÓMES CHOVA, I.; LÓPEZ-MARTÍNEZ, A.; CANDEL-TORRES, I. (Hrsg.): EDULEARN18 Proceedings 10th International Conference on Education and New Learning Technologies. Valencia. S. 76697678.



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