There are three types of demands and support for adult education: individual demand, employer demand and support for adult education, and public policy’s role in adult education. This paper regards these demands as the purposes of adult education because it is possible to understand adult education in a broader context, i.e., individuals participate in adult education programs with specific purposes, and similarly providers (e.g., employers, higher education institutions, and governments) offer adult education programs with specific purposes. According to Desjardins and Rubenson (2013), a key rationale of individuals for investing in adult education is “to develop and maintain competencies that have personal, economic and social value” (p. 266); employers are “most interested in investing to upgrade the job-related skill of their employees who already have a good level of proficiency in key foundation skills” (p. 269); and a key role for public policy in adult education is “to make sure that public demand not aligned with employer demand is satisfied so as to foster a good and flexible skill base for rapidly growing knowledge-economies” (p. 270). Economic payoffs that adult education offers are an incentive to participate in adult education. In this context, adult education is also provided for an economic purpose, i.e., for individuals to improve their job-related skills per se and economic payoffs, and to develop a good skill base, which is expected to improve employability and to ultimately successfully and constantly participate in knowledge
There are three types of demands and support for adult education: individual demand, employer demand and support for adult education, and public policy’s role in adult education. This paper regards these demands as the purposes of adult education because it is possible to understand adult education in a broader context, i.e., individuals participate in adult education programs with specific purposes, and similarly providers (e.g., employers, higher education institutions, and governments) offer adult education programs with specific purposes. According to Desjardins and Rubenson (2013), a key rationale of individuals for investing in adult education is “to develop and maintain competencies that have personal, economic and social value” (p. 266); employers are “most interested in investing to upgrade the job-related skill of their employees who already have a good level of proficiency in key foundation skills” (p. 269); and a key role for public policy in adult education is “to make sure that public demand not aligned with employer demand is satisfied so as to foster a good and flexible skill base for rapidly growing knowledge-economies” (p. 270). Economic payoffs that adult education offers are an incentive to participate in adult education. In this context, adult education is also provided for an economic purpose, i.e., for individuals to improve their job-related skills per se and economic payoffs, and to develop a good skill base, which is expected to improve employability and to ultimately successfully and constantly participate in knowledge