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dc.contributor.authorHolford, John
dc.contributor.authorMilana, Marcella
dc.contributor.authorWaller, Richard
dc.contributor.authorWebb, Sue
dc.contributor.authorHodge, Steven
dc.description.abstractA few years ago, the European Commission commissioned and published an influential report, reviewing what adult education policy-makers could learn from research – chiefly research funded by the Commission itself under successive Framework research programmes (now rebranded ‘Horizon’) (Federighi, 2013). The report covered a range of areas, including the aims of continuing vocational education and training and adult education, how adult education could contribute to reducing the number of low-skilled people, workplace learning, and training for innovation. Its final section addressed the governance of ‘markets and systems of adult and continuing vocational [sic] and training’: perhaps its major point here was the ‘strongly fragmented nature’ of what it called ‘the adult and continuing education market’ (p. 61).
dc.publisherInforma UK Limited
dc.relation.ispartofjournalInternational Journal of Lifelong Education
dc.subject.fieldofresearchEducation Systems
dc.titleData, artificial intelligence and policy-making: hubris, hype and hope (Editorial)
dc.typeJournal article
dc.type.descriptionC2 - Articles (Other)
dcterms.bibliographicCitationHolford, J; Milana, M; Waller, R; Webb, S; Hodge, S, Data, artificial intelligence and policy-making: hubris, hype and hope, International Journal of Lifelong Education, 2019, 38 (6), pp. iii-vii
gro.hasfulltextNo Full Text
gro.griffith.authorHodge, Steven M.

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