Intern
Adult Education Academy

Assoc. Prof. Dr. Mar Joanpere Foraster

CG6: National/regional adult education and lifelong learning policies

Co-Moderator: Prof. Paula Guimarães & Prof. Natália Alves​​​​​​​ & Amina Isanović Hadžiomerović

The analysis of national/regional adult education and lifelong learning policies can follow the models proposed by Lima and Guimarães (2011): democratic emancipatory model; modernisation and state control model; and human resources model. This analytical proposal includes several criteria allowing the identification of political orientation and priorities, organisational dimensions and conceptual elements and the interpretation of main subjects underlying adult education policies in recent decades. These models seek to embrace a wide range of adult education policies adopted in different countries and regions, many of these reflecting the impact of the European Union or other international governmental organisations. Built on a continuum, these analytical models are not exclusive but can show hybridisation, as a national or regional policy can present characteristics of different models. Some countries or regions favour policies based on upskilling of the workmanship through learning programmes, its adaptation to the labour market needs and the raise of productivity and economic competitiveness; others are more directed at developing education and training systems, favouring formal education and training, school certification and professional qualification of adults that are part of more formalised and ruled labour markets; others still are oriented towards democratic and emancipatory principles, fostering participation and equality of opportunities within liberal adult education and popular education programmes.

The expected learning outcomes of this comparative group is to gain insights on:

  1. different as well as similar national/regional adult education and lifelong learning policies in several countries or regions, and
  2. understanding such similarities and differences according to national/regional historical and contextual aspects.

  1. Tellado, I., Girbés-Peco, S., Joanpere, M., & Burgués-Freitas, A. (2024). Digital literacy of older women with smartphones: a dialogic approach to overcoming barriers. Research on Ageing and Social Policy, 12(1), 44–61. https://doi.org/10.17583/rasp.13864  Q4 (gerontology) Open access.
  2. Olabarria, A.; Burgués-Freitas, A.; López de Aguileta, A.; Zubiri-Esnaola, H.; Torras-Gómez, E.; Joanpere, M.; López de Aguileta, G.; Álvarez-Guerrero, G.; Aiello, E.; Pulido, C.; et al (2023). When the Media Omits or Includes Scientific Evidence in Its Publications: Science and Battles on X about Child Sexual Abuse. Children, 10. https://doi.org/10.3390/children10121857  Q2 (child health) Open access.
  3. Puigvert-Mallart, L.; León-Jiménez, S.; Joanpere, M.; Ramis-Salas, M.; Flecha, R. (2023). The Mirage of Upward Mobility: Conceptualization and Implications for Teen Dating Violence Prevention. Children, 10. https://doi.org/10.3390/children10111785 Q2 (child health) Open access.
  4. Joanpere, M., Egetenmeyer, R., Soler-Gallart, M., López, A., & Flecha, R. (2023). Dialogic Teaching beyond Words. Multidisciplinary Journal of Educational Research, 13(3), pp 313 – 324 http://dx.doi.org/10.17583/remie.12867  Q1 (sociology) Open access.
  5. Rodríguez-Oramas A, Burgues-Freitas A, Joanpere, M. and Flecha, R. (2022) Participation and Organizational Commitment in the Mondragon Group. Frontiers in Psychology. 13:806442. doi: 10.3389/fpsyg.2022.806442 Q2 JCR (psychology) Open access.
  6. Flecha, R., Saso, C. E., Torras-Gómez, E., & Joanpere, M. (2022). The time of dialogic sociology. International Sociology, 37(4), 457-474. https://doi.org/10.1177/02685809221111890 Q1 JCR (sociology and political science) Open access.
  7. Torras-Gómez, E., León-Jiménez, S., Joanpere, M., & Valls-Carol, R. (2022). “You Enjoy Talking about It More than Doing It”: Fake Narratives in Disdainful Relationships. Qualitative Research in Education, 11(2), 180–202. https://doi.org/10.17583/qre.10578  Q2 SJR (arts and humanities) Open access.
  8. Valls, R., Elboj, C., Serradell, O., Díez-Palomar, J., Aiello, E., Racionero, S., Vidu, A., Roca, E., Joanpere, M., & LópezdeAguileta, A. (2022). Promoting Admiration of Foucault Hiding his DefenseofRape and Pederasty. International and Multidisciplinary Journal of Social Sciences, 11(1), 1-26. doi: 10.17583/rimcis.9560 Q2 (History) Open access.
  9. Joanpere, M., Burgués-Freitas, A., Soler, M., & Aiello, E. (2022). History of MeToo University movement in Spain. Social and Education History, 11(2). https://doi.org/10.17583/hse.10545 Q2 (history) Open access.
  10. Duque Sanchez, E., López de Aguileta , G. ., Maria Canal, J., & Foraster, M. J. (2022). No Time to Lose Sex-Appeal: Love and Attractiveness in the Last James Bond Movie 2021. Masculinities &Amp; Social Change, 11(2), 102–128. https://doi.org/10.17583/mcs.9777 Q3 (Gender Studies) Open Access.

Her main intersts are in social impact of science and educational acess to everyone, especially for vulnerable groups 

Mar Joanpere Foraster, PhD in Sociology. She has developed a diverse and impactful career as a researcher with a focus on social impact and co-creation. Her research journey began in 2014 within the Community of Research on Excellence for All (CREA), which opened doors to numerous international opportunities. In 2016, she had the privilege of working as a predoctoral visiting researcher at the Race, Inequality, and Language in Education (RILE) group at Stanford University's Graduate School of Education, as part of the EU Horizon 2020 - Marie Skłodowska-Curie Research and Innovation Staff Exchange (RISE) program. 

Currently, she is contracted by the German Academic Exchange Service (DAAD) as an Assistant Professor at Julius-Maximilians-Universität Würzburg (JMU) for the Winter term 2024-2025. She is also a member of the consolidated research group "Social Impact and Education" (IMSE), led by Dr. Oriol Ríos at Universitat Rovira i Virgili. And she is a postdoctoral researcher in the Department of Business Management at the same university. Over the years, she has contributed to seven major research projects, including three within European frameworks and three under the National R&D&I Plan.

In addition to her academic contributions, she serveas on the editorial boards of prestigious journals such as Frontiers in Sociology (Q1 Scopus) as a Guest Editor and RISE – International Journal of Sociology of Education (Q2 Scopus), where she actively engages in peer reviews and editorial processes.

She is also actively involved in sociological associations. She has served as a member of the executive committee and Vice President of the Catalan Sociological Association. During her tenure, she represented the association at both the Spanish Federal Sociological Association and the European Sociological Association, helping to advance sociological research and collaboration on a national and international level.

Her work extends beyond academia. Since 2016, she has been volunteering in Adult Education to help vulnerable groups attain secondary education. The global project Learning Communities aims to empower these groups with the skills necessary to enter the higher education system and the labor market and improve their quality of life.

 

                                                                                                                                                                               

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