Digital transformation and adult learning and education policies
The cases of Germany and Portugal
Publication date
2023-06-22
Document type
Sammelbandbeitrag oder Buchkapitel
Author
Organisational unit
Publisher
wbv
Book title
Comparative research in adult education
ISBN
First page
109
Last page
124
Part of the university bibliography
✅
Language
English
Keyword
Digital transformation
Adult learning
Education
Digital competences
Policy agenda
Qualitative content analysis
Abstract
Digital education has become an important issue in the European Union’s (EU) policy agenda as new demands are made on skills, employability, and citizenship, calling for the urgency of digital transformation and posing new policy challenges for EU member states in adult learning and education (ALE) (Schmidt-Lauff & Dust, 2020). To analyse the political guidelines of such policies and to compare two national contexts (Egeten meyer, 2016), this study uses Lima and Guimarães’ theoretical framework (2011). A qualitative content analysis of relevant official documents is carried out, focusing on the two EU Digital Education Action Plans and official policy documents from Ger many and Portugal. The main results of this comparative analysis of ALE policies on digital transformation show the vertical influence of the EU at the mega level and on the national macro level, which follows the perspectives of human resources manage ment and modernisation and state control. Various programmes for the acquisition and implementation of digital competences in ALE have been developed in both coun tries to engage in digital transformation.
Cite as
Rathmann, M., Guimarães, P., & Košmerl, T. (2023). Digital transformation and adult learning and education policies : the cases of Germany and Portugal. In L. Breitschwerdt, J. Schwarz, & S. Schmidt-Lauff, S. (Eds.), Comparative Research in Adult Education – Global Perspectives. Bielefeld: wbv. DOI: 10.3278/9783763971336
Version
Published version
Access right on openHSU
Metadata only access