The Impact of Welfare State Regimes on Barriers to Participation in Adult Education

By K. Rubenson, R. Desjardins. 2009

315 citations recorded by the source corpus.

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.

Subfields: Political Science and International Relations, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2dce9158dc87f1c063052f5b6c8c65a82f72d8e1

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In Political Science and International Relations

1. R. Desjardins
2. K. Rubenson

In Sociology and Political Science

1. K. Rubenson
2. R. Desjardins

Citations in the corpus

• An Integrative Literature Review on the Barriers Impacting Adult Learners’ Return to College (2017, background): “Rubenson and Desjardins (2009) identified empirical work between 1996 and 2007 that examined barriers experienced by adults seeking college education in European nations.”
• An Analysis of Skill Mismatch Using Direct Measures of Skills (2011, background): “Building on sociological understandings, recent adult education research has attempted to integrate and elaborate the role of structural dimensions in shaping participation patterns (Rubenson & Desjardins, 2009; Ure & Saar, 2008).”