Lifelong Learning Policies for Disadvantaged Young Adults in Scotland: A Cultural Political Economy Approach

A large number of young people in Europe leave formal education lacking the necessary skills for a successful entry into the labour market, which translate in severe impacts in terms of economic growth and social cohesion. Since the great recession the socio-economic situation of youth has deteriorated in many European regions calling for a reassessment of the distributional effects of policies targeting young people. In this new context, it is crucial to understand how policies are shaping the educational and professional opportunities of young adults. Efforts have already been made analysing the role of national LLL policies. However, the opportunities of young adults might vary depending on their local context. Scotland is one of the most advanced nations in addressing a skills strategy for youth, combining the development of the quantity and quality of skills with the promotion of an effective use of skills. Academic research has addressed the evolution and development of Scottish LLL policies until 2010, but no further efforts have been made and no attention has been paid to the implementation and differences at the local level, which are likely to be present given the flexibility, consensus and partnership promoted by the Scottish policy approach. In this paper we analyse the mechanisms of variation, selection and retention of LLL policies for young adults in two Scottish functional regions (Glasgow City Region and Aberdeen/Aberdeenshire) from a Cultural Political Economy approach, focusing on the policy dynamics and actors involved in the policy process and their effects on young adults.