Abstract
Self-portrayed as ‘the largest and most technologically powerful economy…with a per capita GDP of $49,800’ (CIA, 2014), the USA, with a population of over 300 million, is the third most populous country ]in the world. A founding member of the UN and the OECD, and one of the world’s major economies, it exerts political influence well beyond its territory. Backed by often being the highest dues-paying member of these organizations, this influence depends to a great extent on national politics and priorities, and it spans direct military control to the more subtle direction of the educational development of children, youth and adults. Although no official national definition exists, adult and continuing education comprises adult literacy and education up to secondary-school levels, adult vocational training, and non-credit post-secondary schemes supported by federal programmes (ED and DOS, 2008).
This chapter draws on research by Marcella Milana with the support of the EU, under the Marie Curie funding scheme (grant agreement PIOF-GA-2011-297727). However, the views expressed herein are those of the authors and not necessarily those of the EU.
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© 2015 Marcella Milana and Lesley McBain
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Milana, M., McBain, L. (2015). Adult and Continuing Education Policy in the USA. In: Milana, M., Nesbit, T. (eds) Global Perspectives on Adult Education and Learning Policy. Palgrave Studies in Global Citizenship Education and Democracy. Palgrave Macmillan, London. https://doi.org/10.1057/9781137388254_4
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