Raising skills is critical to Portugal's economic success and social well-being. As globalisation and digitalisation are transforming how people work, how societies function and how individuals interact, Portugal needs to equip its entire population with strong skills so that they can benefit from new opportunities. Portugal has put education and…

Systematic policy analysis regarding the area of adult and workforce education (AWE) in the United States is limited in the literature. This article presents the results from a historical analysis of federal-level U.S. policy documents spanning the years 1914-2014. We performed a systematic content analysis utilizing a context justification…

The purpose of this qualitative, ethnographic case study was to compare the experiences of stakeholders connected to adult high schools and adult literacy programs in Manitoba, Canada. This is an important study, because it gathered information about providing educational services to adults who have dropped out of school. The researcher used…

This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and…

This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and…

The landscape of K-12 education funding in the United States is exceptionally complex. When it comes to funding an equitable, high-quality education for English Learners (ELs), discussions often focus on federal funds under Title III of the "Every Student Succeeds Act" (ESSA)--an important source of funding for many aspects of ELs'…

The College Access Challenge Grant (CACG) statutory language requires states receiving the funds to attempt to coordinate grant activities with other stakeholders in the state working to increase postsecondary access and success for low-income students. The extent to which the U.S. Department of Education has monitored and enforced (or even could…

The Scottish Further and Higher Education Funding Council's (SFC) Corporate Plan (2009-12) makes clear its commitment to learners with profound and complex needs. Under "Outcome 2 Access, Inclusion and Progression" it states: "we will work with the Scottish Government, colleges and other stakeholders to ensure that appropriate…

When it became clear that existing literacy efforts would not be enough to enable some countries to reach Education for All (EFA) Goal 4 (a 50 percent improvement in levels of adult literacy), UNESCO launched the Literacy Initiative for Empowerment (LIFE, 2006-2015). 35 countries with literacy rates below 50 percent and/or a population of more…

The Basic Skills Agency, funded by the DfES, has been developing the use of a financial context as a way of teaching literacy and numeracy to adults. SAFE, an initiative of Toynbee Hall's Adult Advice and Education team, is dedicated to providing practical services to promote financial capability and to increase financial inclusion. Joint work…