Towards understanding of policy transfer and policy learning in adult education in the context of United Kingdom

Over the past decade, adult education and Vocational Education Training (VET) in UK context have been strongly affected by implications of unstable political, social economic situations, specifically relation to inclusion vulnerable young adults. This paper argues, that development policy transfer learning has characterised its multidimensional nature influenced contemporary global challenges, country-specific priorities European agenda on inclusion. The notion highlights complex interdependencies between policies practices. We will endeavour consider how interplays priorities, discourses active citizenship (AC) contribute national practices for adults context. Selected case studies demonstrate ways this transfers into specific programmes