Identity of Adult Education in Europe from the Perspective of Erasmus+
The original article was originally published in German.
Erasmus+ promotes European cooperation, including in the field of adult education. Are there different values in other countries?
EPALE in conversation with Claudia Laubenstein and Dr. Christine Bertram, Team Leaders for Adult Education at the National Agency "Education for Europe" at BIBB.
EPALE: What role does adult education play within Erasmus+?
Christine Bertram: Adult education is an independent and important area within Erasmus+. The goal is to promote the personal, social, and professional development of adults. The focus is particularly on basic education, digital competencies, language development, social participation, and the inclusion of disadvantaged groups. Erasmus+ offers a wide range of funding opportunities for learning exchanges, projects, and partnerships for European cooperation.
Claudia Laubenstein: In terms of budget, adult education has the smallest share compared to the "sister areas" of vocational education, school and higher education, and youth work. In our opinion, Erasmus+ funding in adult education provides a fundamental foundation that enables educational organizations to internationalize and professionalize. Furthermore, it allows for the inclusion of adult learners in lifelong learning and societal participation, thus supporting their ongoing development. Adult education is an essential part of strengthening European values and societies.
EPALE: What distinguishes adult education from other educational sectors?
Claudia Laubenstein: Adult education stands out because it addresses highly heterogeneous target groups, ranging from those with low qualifications to migrants and older people. Compared to the formal structures of schools, vocational education, or universities, access is usually more flexible and focused on informal or non-formal learning. Moreover, it often involves personal development, empowerment, and social, democratic participation and lifelong learning, rather than formal qualifications.
Christine Bertram: Studies on the impact of Erasmus+ in adult education also show that adult education, with its flatter organizational structures and proximity to learners through more informal offerings, is able to respond more quickly to social changes or rapidly evolving developments, such as artificial intelligence, than formal structures. This is something truly unique that highlights the importance and necessity of adult education and lifelong learning.
EPALE: What changes have there been in the position and evaluation of adult education within Erasmus+ in recent years?
Claudia Laubenstein: Adult education has gained significant importance with the new program generation between 2021 and 2027. For years, it has been taken for granted that students, pupils, and apprentices can travel abroad for learning and exchange through Erasmus+. Now, it is finally possible for adult learners—the users of adult education programs—to participate in learning exchanges. This shift is also reflected in the significantly increased budget for these activities.
Moreover, issues like digitalization, basic education, sustainability, and inclusion have further increased the significance of adult education offerings. New funding formats allow for small projects, short-term stays, and flexible learning opportunities. Overall, the importance of adult education for social cohesion in Europe is now more strongly emphasized than before.
EPALE: The goal is to promote European cooperation—where has this been particularly successful with which activities and projects?
Christine Bertram: This is primarily the case with transnational cooperation projects that develop innovative learning methods or digital tools. Job-shadowing and staff training in adult education institutions are also key areas where networking, professionalization of staff, and strengthening organizational development can be directly supported.
Blended learning offerings and partnerships focusing on societal topics like integration, sustainability, or democracy-building also show great value for European cooperation.
EPALE: Are there different values in adult education across European countries?
Claudia Laubenstein: Yes, there are definitely different focuses and values. In Nordic countries, civic education and democracy training are often at the center, while Southern European countries emphasize social integration and the fight against educational poverty. In Eastern Europe, the focus is often on qualification for the labor market. This variety of approaches is a gain for the participating organizations and learners, but it also requires openness and intercultural understanding.
EPALE: Where does Germany stand in terms of adult education in a European comparison? Which countries are ahead of us, and what ideas could we adopt?
Christine Bertram: Germany has a well-developed continuing education system, particularly in the field of vocational education. However, in the area of low-threshold adult education, we could adopt ideas from Finland or the Netherlands, where community learning and learning cafés are more widespread. An impressive example of an innovative learning space is the Central Library Oodi in Helsinki.
Claudia Laubenstein: I can add that the systematic integration of adult education into societal transformation processes—such as the "Twin Transition" in Germany—could be further expanded. Scandinavian countries are often pioneers when it comes to linking education with democratic participation.
Image sources: Pixabay
Fotos Bertram und Laubenstein: BIBB
