Network Governance in Adult Education

An International Comparison of Network-Focussed Political Strategies for the Provision of Adult Education in Italy, Nigeria and Germany

Authors

  • Jörg Schwarz Professorship for continuing education and lifelong learning, Faculty of Humanities and Social Sciences, Helmut Schmidt University - University of the Federal Armed Forces Hamburg, Germany https://orcid.org/0000-0002-7561-0028
  • Jessica Kleinschmidt Professorship for continuing education and lifelong learning, Faculty of Humanities and Social Sciences, Helmut Schmidt University - University of the Federal Armed Forces Hamburg, Germany https://orcid.org/0000-0001-5958-6315
  • Francesca Lasi Department of Human Sciences, PhD School of Humanities, University of Verona, Italy https://orcid.org/0000-0001-6678-7641
  • Fatima Ibrahim Muhammad Faculty of Education, Bayero University, Kano, Nigeria https://orcid.org/0000-0002-6876-4889
  • Success Ayodeji Fasanmi Department of Educational Mangaement, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria https://orcid.org/0000-0002-1562-3476

DOI:

https://doi.org/10.25749/sis.25542

Keywords:

interorganisational networks, adult education, governance

Abstract

Network governance aims to create synergies between the competencies and resources of different institutional actors to deal with complex and interlinked problems. Interorganisational networks are capable of coordinating different products and services of their members, regulating the mutual recognition of qualifications, and rationalising work by sharing people and infrastructure. Network governance is thus a type of policy that takes the diversity of adult education as a starting point and ultimately harnesses it for efficient service delivery. Our critical reflection is based on the question as to what role network governance plays in the institutionalisation of adult education. We therefore analyse political documents (laws, policy documents, funding programmes, recommendations for action, and strategy papers) to compare three cases from Italy, Nigeria, and Germany, focussing on the goals of networks, the actors and stakeholders involved, and the realised forms of collaboration. Our findings show how closely network governance is linked to overarching political cultures and objectives.

Downloads

Download data is not yet available.

Author Biographies

Jörg Schwarz, Professorship for continuing education and lifelong learning, Faculty of Humanities and Social Sciences, Helmut Schmidt University - University of the Federal Armed Forces Hamburg, Germany

Researcher associate at the Chair of Continuing Education and Lifelong Learning at Helmut Schmidt University / University of the Federal Armed Forces Hamburg, Germany. His research areas include adult education, organizational research and organizational education, time and temporality in ALE, professionalism in adult education, practice theory and field analysis, methodology in social sciences.

Jessica Kleinschmidt, Professorship for continuing education and lifelong learning, Faculty of Humanities and Social Sciences, Helmut Schmidt University - University of the Federal Armed Forces Hamburg, Germany

PhD student at the Professorship for continuing education and lifelong learning at Helmut Schmidt Unviersity/University of the Federal Armed Forces Hamburg. Her expertise lies in occupational continuing education and learning in adulthood from a practical perspective.

Francesca Lasi, Department of Human Sciences, PhD School of Humanities, University of Verona, Italy

PhD student in Human Sciences at the University of Verona. Her research focuses on how adult education policies are enacted in schools. She is particularly interested in adult basic and secondary education policies and in second language education policies.

Fatima Ibrahim Muhammad, Faculty of Education, Bayero University, Kano, Nigeria

Masters student with the Department of Adult Education and Community services of Bayero University Kano, Nigeria with Specialization in Community Development in the same institution. The first Degree was on Adult Education and Community Development. She participated in the Adult Education Academy 2021 with a certificate in International and comparative studies at the Adult and lifelong learning University of Wurzburg, Germany.

Success Ayodeji Fasanmi, Department of Educational Mangaement, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria

Faculty member in the Department of Educational Management, Faculty of Education at Obafemi Awolowo University, Ile Ife, Nigeria where he teaches both undergraduate and postgraduate courses. His research area is higher educational administration with specific interest in management and administration of education at adult and intermediate levels, governance of higher education, internationalisation of higher education, graduate employability, political economy of higher education and policy processes in higher education. He has published different articles in the aforementioned areas in reputed journals at national and international levels and has different contributions to books to his credit.

References

Agreement (2000). Agreement of 2nd March 2000 among the Government, the regions, the provinces, the municipalities and the mountain communities.

Agreement (2012). Agreement of 20th December 2012 among the Government, the regions and the autonomous provinces of Trento and Bolzano.

Agreement (2014). Agreement of 10th July 2014 among the Government, the Regions and the Local Authorities.

Ansell, C., & Torfing, J. (2016). Introduction: Theories of governance. In C. Ansell & J. Torfing (Eds.), Handbook on Theories of Governance (pp. 1-18). Elgaronline. Retrieved from: https://www.elgaronline.com/view/edcoll/9781782548492/9781782548492.00008.xml

Assens, C., & Lemeur, A. C. (2016). Networks governance, partnership management and coalitions federation. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.

Boltanski, L., & Chiapello, E. (2007). The New Spirit of Capitalism. London: Verso.

BMAS & BMBF. (2019). Nationale Weiterbildungsstrategie. Retrieved from: https://www.bibb.de/dokumente/pdf/a42_190611_BMAS_Strategiepapier.pdf

BMBF. (2022). Bekanntmachung : Förderrichtlinie „Bildungskommunen“, Bundesanzeiger vom 18.01.2022. Retrieved from: https://www.bmbf.de/bmbf/shareddocs/bekanntmachungen/de/2022/01/2022-01-18-Bekanntmachung-Bildungskommunen.html?nn=33806

Castells, M. (2000). Materials for an exploratory theory of the network society1. The British Journal of Sociology, 51(1), 5-24.

Coase, R. (1937). The Nature of the Firm. Economica, 4(16), 386-405.

Council of the European Union. (2011). Council Resolution on a renewed European agenda for adult learning. Council of the European Union. Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32011G1220%2801%29

Dedeurwaerdere, T. (2005). The contribution of network governance to sustainable development. Les séminaires de l’Iddri, (13). Paris: Iddri. Retrieved from: https://www.iddri.org/sites/default/files/import/publications/id_0504_dedeurwaerdere.pdf

DIE. (2001). Wissenschaftliche Begleitung des BMBF-Programms ‘Lernende Regionen-Förderung von Netzwerken’. Retrieved from: https://www.die-bonn.de/institut/wir-ueber-uns/presse/mitteilungen/36/default.aspx

DIE. (2005). LernReg. Wissenschaftliche Begleitung des BMBF-Programmes ‘Lernende Regionen—Förderung von Netzwerken’. Retrieved from: https://www.die-bonn.de/id/31934/about/html/

D. Lgs. 13/2013: Legislative Decree 16th January 2013 (D. Legisl. 13/2013).

Dobischat, R., Stuhldreier, J., & Düsseldorff, C. (2006). Netzwerkbildung und Netzwerkstruktur. In E. Nuissl, R. Dobischat, K. Hagen & R. Tippelt (Eds.), Regionale Bildungsnetze (pp. 59-88). Bielefeld: Bertelsmann.

Egetenmeyer, R. (2014). Im Fokus: International-vergleichende Forschung in der Erwachsenenbildung/Weiterbildung. Zwischen bildungspolitischer Steuerung und disiplinärer Konfiguration. REPORT Zeitschrift Für Weiterbildungsforschung, 31(1), 15-28.

Eggers, W. (2008). The Changing Nature of Government: Network Governance. In J. O’Flynn & J. Wanna (Eds.), Collaborative governance: A new era of public policy in Australia? (pp. 23-28). Canberra: ANU E Press.

European Commission. (2019). Call For Proposals—EACEA/34/2019 Under The Erasmus+ Programme Key Action 3—Support for policy reform Social inclusion and common values: The contribution in the field of education and training2019/C 358/03, (22. Oktober 2019). Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:C2019/358/03

Eurostat (2022). Unemployment statistics at regional level. Luxemburg: Eurostat. Retrieved from: https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Unemployment_statistics_at_regional_level

Fasokun, T., & Pwol, C. (2008). Nigeria: The Current Situation within the Frame work of the International Benchmarks. Retrieved from: https://www.dvv-international.de/en/adult-education-and-development/editions/aed-712008/national-and-regional-reflections-on-operationalising-the-benchmarks/nigeria-the-current-situation-within-the-frame-work-of-the-international-benchmarks

Gnahs, D. (2006). Management Summary. Zentrale Ergebnisse der wissenschaftlichen Begleitung. In E. Nuissl, R. Dobischat, K. Hagen & R. Tippelt (Eds.), Regionale Bildungsnetze (pp. 7-17). Bielefeld: Bertelsmann.

Guidelines (2015). Ministry of Education & Ministry for Economic development, Iterministerial decree of 12th March 2015.

INAPP (2018). Indagine sulla consistenza e sull’efficienza delle Reti territoriali attivate dai CPIA.

INVALSI (2020). Scoprire i centri provinciali per l’istruzione degli adulti: contesti, ambienti, processi. Dati del questionario CPIA Valu.E e dal Rapporto di autovalutazione. Roma, INVALSI. Retrieved from: https://www.invalsi.it/value/valueforrav.php

Labour market reform (2012). Law of the 28th June 2012, n. 92 (L. 92/2012) “Labour market reform provisions in a perspective of growth”.

Landri, P. (2014). Governing by standards: the fabrication of austerity in the Italian education system. Education inquiry, 5(1), 25-41.

Longworth. N. (2006). Learning Cities, Learning Regions, Learning Communities: Lifelong Learning and Local Government. Routledge.

Mayntz, R. (2006). From Government to Governance: Political Steering in Modern Societies. In D. Scheer & F. Rubik (Eds.), Governance of integrated product policy: In search of sustainable production and consumption (pp. 18-24). Sheffield: Greenleaf Pub.

Milana, M. (2016). Global networks, local actions: Rethinking adult education policy in the 21st century. Routledge.

Milana, M., Tronca, L., & Klatt, G. (2020). European Governance in Adult Education: On the comparative advantage of joining working groups and networks. European Journal for Research on the Education and Learning of Adults, 11(220), 1-27. doi: 10.3384/rela.2000-7426.ojs844

NMEC (2021). Organisations and activities of the National Commission for Mass Literacy, Adult and Non-Formal Education. Retrieved from: https://www.nmec.gov.ng/

NOGALSS (2021). Organisation and departments of Non-governmental Association for Literacy Support Services. Retrieved from: https://nogalss.org/

Nuissl, E. (2006a). „Lernende Regionen – Förderung von Netzwerken“ – das untersuchte Programm. In E. Nuissl, R. Dobischat, K. Hagen & R. Tippelt (Eds.), Regionale Bildungsnetze (pp. 34-38). Bielefeld: Bertelsmann.

Nuissl, E. (2006b). Lernende Regionen – methodisches Vorgehen der wissenschaftlichen Begleitung. In E. Nuissl, R. Dobischat, K. Hagen & R. Tippelt (Eds.), Regionale Bildungsnetze (pp. 39-58). Bielefeld: Bertelsmann.

Powell, W. W. (1990). Neither Market nor Hierarchy: Networkform of Organisation. Research in Organizational Behavior, (12), 295-336.

Reorganisation (2012). Decree of the President of the Republic, 29th October 2012, n. 263 (DPR 263/2012).

Schwarz, J., & Weber, S. M. (2010). Erwachsenenbildungswissenschaftliche Netzwerkforschung. In K. Dollhausen, T. C. Feld & W. Seitter (Eds.), Erwachsenenpädagogische Organisationsforschung (pp. 65-90). Wiesbaden: VS.

Strobel, C., Reupold, A., & Tippelt, R. (2010). Netzwerke und Kooperationen für die Erwachsenenbildung. In Enzyklopädie Erziehungswissenschaften Online. doi: 10.3262/EEO16100034

Tippelt, R., Reupold, A., Strobel, C., Kuwan, H., & Pekince, N. (Eds.) (2009). Lernende Regionen - Netzwerke gestalten: Teilergebnisse zur Evaluation des Programms ‘Lernende Regionen - Förderung von Netzwerken’. Bielefeld: Bertelsmann.

Ugwu, A. N., & Oyebamiji, M. A. (2021). Strategies for repositioning participation in adult education in the contemporary world. International Journal of Humanities Social Sciences and Education (IJHSSE), 8(2), 142-149.

UNESCO (n.d.). Learning cities: Drivers of inclusion and sustainability. https://uil.unesco.org/lifelong-learning/learning-cities/learning-cities-drivers-inclusion-and-sustainability.

Williamson, O. E. (1973). Markets and Hierarchies: Some Elementary Considerations. The American Economic Review, 63(2), 316-325.

Zwitter, A., & Hazenberg, J. (2020). Decentralized Network Governance: Blockchain Technology and the Future of Regulation. Frontiers in Blockchain, 3. doi : 10.3389/fbloc.2020.00012

Downloads

Published

2022-06-30