ABSTRACT
Broadly speaking, historical analyses have shed light on the increasing attention adult education has received over time within a single organisations, like the Organisation for Economic Co-operation and Development (OECD) (e.g. Rubenson, 2015) or the European Union (EU) (e.g. Elken, 2015), or, quite the contrary, has lost appeal as an area worth direct intervention, for instance within the World Bank (e.g. Easton & Samples, 2015).
