ABSTRACT
Evidence from comparative studies suggests that the role of the state has become predominant in adult education, in societies of quite different economic, political, social and cultural complexions. At the broadest level of definition perhaps we should say that the policy perspective focuses upon the issues raised by the public provision for adult learning. The policy perspective requires, then, a more analytic approach to the role of the state, the division of labour and social class than is generally to be discovered in adult education discourse. The fate of adult education is implicated in that of social welfare policy in general, and can only adequately be analysed in terms of welfare capitalism as such. Finally, the policy perspective draws attention to the part played by adult education in such processes: the degree to which it legitimates cultural goals, in particular those having to do with patterns of consumption and leisure, or with domestic, community and social roles.
