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This article discusses adult education policies in Greece and Portugal according to the model proposed by Lima and Guimarães (2011), which encompasses three analytical perspectives on adult learning and education. After the introduction, the methodological path followed is presented based on the document analysis of Greek and Portuguese national reports and the theoretical framework about adult education policies is discussed. A critical analysis of adult learning and education in both countries is made, based on a comparative approach. The conclusions stress the Europeanisation of adult education policies in the frame of human resources management policies as well as concerns about participation in adult education following modernisation and state control aims and conceptual elements. The findings show that both countries promote adult education as a strategy for modernisation and competitiveness in line with European Union guidelines but that there is a lack of evidence concerning democratic and emancipatory policies in adult education.

Flexibilisation of Adult Learning and Education in the context of shifting temporalities in Nigeria and Germany