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

By Marcella Milana and Palle Rasmussen

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

Topics: Adult education, Adult learning, Commission, Denmark, Education policy, Italy, Task force, Special aspects of education, LC8-6691
Publisher: Linköping University Electronic Press
Year: 2018
DOI identifier: 10.3384/rela.2000-7426.rela245
OAI identifier: oai:doaj.org/article:47855ba8f59e4dbe97cd84dfbd93967b
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