Transitioning back into society successfully after incarceration comes with its downfalls, but educational support could potentially address transitional success, especially for formerly incarcerated women. Previous research mainly focused on exploring education options and recidivism outcomes for formerly incarcerated men. There is limited…

Within the specific cultural and historical context of Swedish adult education, this article employs autoethnography to explore teachers' complex experiences during the era of neoliberalism. Its aim is to illuminate teachers' multifaceted realities within this dynamic and shed light on the diverse challenges and struggles they encounter. Drawing…

This book seeks to advance understandings of and approaches to supporting and sustaining working age adults' learning across lengthening working lives and inevitable transitions they encounter and are required to negotiate. It is founded on the processes and findings of a three-phase practical inquiry into worklife learning and its implications…

Through their history, adult education graduate programs have flourished and dwindled and sustainability always seems to be in jeopardy. This case study examines one program's growth, decline, and continuous rebirth in the competitive higher education market and academic stratification. Throughout its 55 years of existence, faculty have risen from…

Along with the rapidly changing social and economic context accompanied by COVID-19, concerns have been raised for the less-educated, low-wage workers who disproportionately experienced disadvantages in accessing workplace learning or training opportunities essential for job placement or career development. In response to the challenges of…

This article provides an overview of major dimensions of the professional development of adult educators identified in European policy documents, relevant reports and research. The author reviews the relevant policy visions of the past two decades, aiming to determine the extent to which professional development of adult educators is visible in…

The quality of adult learning depends on the professionalisation of individuals who are involved in the adult education programs provision. The delivery of adult education programs is mainly supported by facilitators. Increasing the amount of time and effort put into developing and acknowledging their contributions can aid in motivating and…

Adult literacy skills are critical assets of individuals as well as societies in terms of economic (e.g., human capital) and social well-being. Thus, it is important to monitor the long-term trends and sources of skill gain/loss. Yet, temporal sources of adult literacy skill variation are understudied. The current study analyzed three comparable,…

The Association of Adult Literacy Professional Developers (AALPD) provides an avenue for networking of professional developers in the field of adult education. In the early years, the organization established three priorities related to professional development: (1) professional development standards, (2) research, and (3) funding. In 2006, the…

This study used PIAAC process data to examine time-related allocation patterns (time for the first action, total time, last action) of low-skilled, relative to higher-skilled, adults on digital literacy items. Results suggest that less-skilled (Level 2) and higher skilled adults (Levels 3-5) exhibited similar time allocation patterns; however,…

Disciplinary pressures within academia often produce specialised and one-sided accounts of complex social processes. Convincing accounts of popular education regularly acknowledge the importance of social movements but without theorising them adequately -- and vice versa. This one-sidedness is compounded by a widespread tendency to generalise from…

Adult learning policies need to be based on an understanding of the inequalities in the uptake and benefits of learning and why adults might not participate. This needs to go beyond a mere insight in barriers that, once removed, do no longer provide a reason for adults not to participate. This article aims to delph deeper in understanding what…

Anchored on Mondlane's biological mother's advice that he ought to 'go to school in order to understand the witchcraft of the white man, thus being able to fight against him' and on the argument that what he learned as a child informed his learning as an adolescent and as an adult, this study developed a profile of Eduardo Mondlane as a lifelong…

Interlocking systems of oppression are embedded and embodied in the world. Utilizing intersectionality (Crenshaw, 1989; 1991) as a framework and perspective to interrogate oppressive systems, intersectional research (IR) has been produced across adult education (AE) journals. IR articles published in AE journals were reviewed using diffractive…

A Chinese financial company, through the introduction of action learning methodology, identified core problems from strategy, and finally solved the core strategic problems by forming action learning teams of middle and senior managers, and in the process improved the mindset and capabilities of middle and senior managers. This account of Practice…