Typologies of ALS

The following chapter explores the theoretical underpinnings essential for grasping the concept of Adult Learning Systems (ALSs). It proposes a theoretical model that merges insights from the political economy of adult education with historical institutionalism, tackling the challenge of identifying structural conditions that shape the emergence of ALSs and influence participation patterns in adult education and training. The discussion contrasts two analytical perspectives: (1) top-down (from above) typologies, which highlight the institutional embedding of ALSs, against bottom-up (from below) perspectives, focusing on the internal dynamics within ALSs. The chapter argues for an approach that is both empirically grounded and attuned to temporal shifts. Such an approach seeks to acknowledge the diversity and development of ALSs, aspiring to forge a conceptual framework capable of elucidating variations among countries’ ALSs. This includes identifying the underlying mechanisms driving these variations and offering a nuanced analysis that captures the complexity of the institutional framework surrounding adult education in Central Europe.