Quantitative and qualitative findings on barriers to participation in adult education are reviewed and some of the defining parameters that may explain observed national differences are considered. A theoretical perspective based on bounded agency is put forth to take account of the interaction between structurally and individually based barriers to participation. The Bounded Agency Model is premised on the assumption that the nature of welfare state regimes can affect a person's capability to participate. In particular, the state can foster broad structural conditions relevant to participation and construct targeted policy measures that are aimed at overcoming both structurally and individually based barriers. Features of the Nordic model of adult education and empirical results from the 2003 Eurobarometer are discussed in relation to this theoretical perspective.
Abrahamson, P., & Wehner, C. (2006). Family and/or work in Europe? Journal of Comparative Family Studies, 37(2), 153-171.
2.
Bambra, C. (2007). Going beyond the three worlds of welfare capitalism: Regime theory and public health research. Journal of Epidemiology and Community Health, 61, 1098-1102.
3.
Bourdieu, P. (1990). The logic of practice. Cambridge , UK: Polity.
4.
Brown, P., Green, A., & Lauder, H. (2001). High skills: Globalization, competitiveness, and skill formation. Oxford, UK: Oxford University Press.
5.
Carlén, M. (1999). Kunskapslyft eller avbytarbänk? Möten med industriarbetare om utbildning för arbetet [A knowledge jump or a substitute back up plan? Meeting with industry workers about work training.] Dissertation, Acta universitatis Gothoburgensis, Göteborg .
6.
Carnoy, M. (1990). Foreword: How should we study adult education . In C. A. Torres (Ed.), The politics of nonformal education in Latin America (pp. ix-xvi). New York: Praeger.
7.
Chisolm, L., Larson, A., & Mossoux, A.F. (2004). Lifelong learning: Citizens' views in close-up . Thessaloniki: European Centre for the Development of Vocational Training.
8.
Cross, K.P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.
9.
Desjardins, R., Rubenson, K., & Milana, M. (2006). Unequal chances to participate in adult learning: International perspectives. Paris: UNESCO.
10.
Dølvik, J.E., & Stokke, T.A. (1998). Norway: Revival of centralised concertation. In R. Hyman & A. Ferner (Eds.), Changing industrial relations in Europe (pp. 118-145). Oxford, UK: Blackwell.
11.
Esping-Andersen, G. (1989). The three political economies of the welfare state . The Canadian Review of Sociology and Anthropology, 26, 10-36.
12.
Esping-Andersen, G. (1996). (Ed.). Welfare states in transition: National adaptations in global economies. Oxford, UK: Pergamon.
13.
Esping-Andersen, G. (1999). Social foundations of post-industrial economies . Oxford, UK: Oxford University Press.
14.
European Commission. (2007). The lifelong learning programme: 2007-2013. Retrieved November 1, 2007, from http://ec.europa.eu/education/programmes/newprog/index_en.html
15.
Giddens, A. (1984). The constitution of society. Berkeley: California University Press.
16.
Greve, B. (Ed.). (2006). The future of the welfare state: European and global perspectives. Hampshire: Ashgate.
17.
Jonsson, J., & Gähler, M. (1996). Folkbildning och vuxenstudier. rekrytering, omfattning, erfarenhetersammanfattning [A summary review of popular and adult education: participation, recruitment and scope]. (SOU1996:159). Stockholm: Fritzes.
18.
Korpi, W. (1998). Power resources approach vs action and conflict: On causal and intentional explanations in the study of power. In J. S. O'Connor & G. M. Olsen (Eds.), Power resources theory and the welfare state (pp. 37-69). Toronto: University of Toronto Press.
19.
MacKeracher, D., Suart, T., & Potter, J. (2006). State of the field review: Barriers to participation in adult learning. Retrieved November 20, 2007, from http://library.nald.ca/research/item/6105
20.
Martin, I. (2003). Adult education, lifelong learning and citizenship: Some ifs and buts. International Journal of Lifelong Learning , 22(6), 566-579.
21.
Merriam, S.B. (2005). How adult life transitions foster learning and development. In M. A. Wolf (Ed.), New directions for adult and continuing education (pp. 3-14). New York: John Wiley.
22.
Nussbaum, M. (2002). Capabilities and social justice. International Studies Review, 4(2), 123-135.
23.
Olsen, G.M., & O'Connor, J.S. (1998). Understanding the welfare state: Power resources theory and its critics. In J. S. O'Connor & G. M. Olsen (Eds.), Power resources theory and the welfare state (pp. 3-33). Toronto, Ontario, Canada: University of Toronto Press.
24.
Organization for Economic Cooperation and Development. (2000). Thematic review on adult learning for Sweden: Background report. Paris: Author .
25.
Organization for Economic Cooperation and Development. (2001). Thematic review on adult learning for Denmark: Background report. Paris: Author .
26.
Organization for Economic Cooperation and Development. (2003). Beyond rhetoric: Adult learning policies and practices . Paris: Author.
27.
Organization for Economic Cooperation and Development. (2005). Promoting adult learning. Paris: Author.
28.
Organization for Economic Cooperation and Development. (2006). Starting strong II: Early childhood education and care. Paris: Author.
29.
Organization for Economic Cooperation and Development & Statistics Canada (2000). Literacy in the information age. Paris and Ottawa, Ontario, Canada: Author.
30.
Organization for Economic Cooperation and Development & Statistics Canada (2005). Learning a living . Paris and Ottawa, Ontario, Canada: Author.
31.
Paldanius, S. (2007). The rationality of reluctance and indifference toward adult education. In L. Servage and T. Fenwick (eds), Proceedings of the joint international conference of the Adult Education Research Conference (AERC) (48th National Conference) and the Canadian Association for the Study of Adult Education (CASAE) (26th National Conference), pp. 471-476. Ottawa: CASAE.
32.
Rubenson, K. (2006a). The Nordic model of lifelong learning. Compare, 36(3), 327-341.
33.
Rubenson, K. (2006b, December). Policy benchmarking of adult learning: Critical considerations. Paper prepared for the OECD's Programme for International Assessment of Adult Competencies.
34.
Rubenson, K. (2007). Determinants of formal and informal Canadian adult learning. Ottawa, Ontario, Canada: Human Resources and Skills Development Canada.
35.
Salling-Olesen, H. (2004). The learning subject in life history-A qualitative research approach to learning. In M. H. Menne & A. Barreto (Eds.), A Aventura (Auto)Biographico: Teoria & Empiria [An adventure in (Auto) Biography: Theory and Empirics]. Porto Alegre, Brazil: EDIPUCRS.
36.
Sen, A.K. (1999). Development as freedom. Oxford , UK: Oxford University Press.
37.
Timonen, V. (2003). Restructuring the welfare state: Globalization and social policy reform in Finland and Sweden. Cheltenham , UK: Edward Elgar.
38.
Tuijnman, A.C., & Hellström, Z. (2003). Curious minds. Copenhagen, Denmark: Nordic Council of Ministers.
39.
U.S. Department of Education (1998). Adult education participation decisions and barriers: Review of conceptual frameworks and empirical studies (Working Paper No. 98-10). Washington, DC: National Center for Education Statistics, Office of Educational Research and Improvement.
