Evidence-based policy-making: the usability of the Eurostat Adult Education Survey

Boeren, E. (2014) Evidence-based policy-making: the usability of the Eurostat Adult Education Survey. International Journal of Lifelong Education, 33(3), pp. 275-289. (doi: 10.1080/02601370.2014.891887)

Full text not currently available from Enlighten.


This article reflects on European education policy which is driven by benchmarks and indicators. While the European benchmark on adult lifelong learning participation—15% to be achieved by 2020—is measured by the Labour Force Survey, the Eurostat Adult Education Survey (AES) was designed to better understand the topic of adult lifelong learning participation in-depth. This article explores the AES as an instrument to inform policy-makers and whether it provides adequate information to empirically testify participation hypotheses. The article argues that analysis of the AES provides limited understanding of the educational supply side. Furthermore, policy-makers should be aware of methodological and conceptual weaknesses before relying on these data in their policy development.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Boeren, Professor Ellen
Authors: Boeren, E.
College/School:College of Social Sciences > School of Education
Journal Name:International Journal of Lifelong Education
Publisher:Taylor and Francis
ISSN (Online):1464-519X
Published Online:21 March 2014

University Staff: Request a correction | Enlighten Editors: Update this record