Negotiation and Officalisation: how commissions and task forces contribute to adult education policy in Italy and Denmark

Marcella Milana, Palle Damkjær Rasmussen

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2 Citations (Scopus)
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Abstract

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 national policy reforms, then outline the methodology employed. Following is our comparative analysis. Our discussion highlights that commissions and task forces have been an important element in both countries, and at least three dimensions help explain their country-specific functions: 1) the type of the national political system; 2) its ideological strength over time; and, 3) the nature of its relation to the European Union (EU). We suggest that these dimensions should be adequately considered in further studies.
Original languageEnglish
JournalEuropean Journal for Research on the Education and Learning of Adults
Volume9
Issue number2
Pages (from-to)211-227
Number of pages17
ISSN2000-7426
DOIs
Publication statusPublished - 6 Apr 2018

Keywords

  • Adult education
  • adult learning
  • commission
  • Denmark
  • Education policy
  • Italy
  • Task force

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