A felnőttképzés mint társadalompolitikai beavatkozás Magyarországon (2010–2025)
EU-s programok és felzárkóztató mentorálás kritikai elemzése
Abstract
This paper examines the transformation of adult education in Hungary after 2010 from a social policy perspective, focusing on EU-funded programmes (TÁMOP, EFOP, TOP, GINOP and the 2021–2027 Plus cycle).
The central question is whether adult education can function as a durable mobility channel for disadvantaged groups or whether it reinforces the individualising logic of activation policies. The theoretical framework draws on approaches to the reproduction of structural inequality and Bourdieu’s capital theory, while empirical illustration is provided through field experience from a national mentoring network project.
The findings suggest that training alone rarely results in lasting integration; success depends on integrated services, especially personalised mentoring and psychosocial support. Adult education becomes a genuine social policy intervention only if it actively addresses the structural mechanisms that reproduce inequality.
References
European Commission (2010): Europe 2020: A strategy for smart, sustainable and inclusive growth. Brussells: European Commission.
OECD (2019): Getting skills right: Futureready adult learning systems. Brussells: OECD Publishing.
Ferge, Z. (2006): Struktúra és szegénység. In: Ferge, Zs. (Szerk.): Társadalompolitika és társadalmi struktúra, pp. 45–78. Budapest: Új Mandátum.
Bourdieu, P. (1986): The forms of capital. In: J. G. Richardson (Ed.): Handbook of theory and research for the sociology of education, pp. 241–258. Santa Barbara: Greenwood.
Bourdieu, P. (1990): The logic of practice. Stanford: Stanford University Press.
Council of the European Union (2016): Upskilling pathways: New opportunities for adults. Official Journal of the European Union.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
