The impact of the Erasmus+ programme on adult education in Slovenia.
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| Title: | The impact of the Erasmus+ programme on adult education in Slovenia. |
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| Authors: | Mikulec, Borut1 (AUTHOR) borut.mikulec@ff.uni-lj.si, Kristl, Nina1 (AUTHOR) nina.kristl@ff.uni-lj.si |
| Source: | International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft. Aug2025, Vol. 71 Issue 4, p631-654. 24p. |
| Subject Terms: | *Adult education, *Exchange of persons programs, *Learning, Policy analysis, Slovenes, Capacity building |
| Geographic Terms: | Slovenia |
| Abstract (English): | The adoption of the Lisbon Strategy in 2000 marked the beginning of a European (adult) education policy defined by common goals, implementation tools and financial resources. Adult education (AE) policy is exercised in the form of "soft law" and supported by various governance mechanisms and policy instruments, such as funding schemes. The study reported on in this article examined the impact of the Erasmus+ programme on the AE system, its organisations, and the professional development of educators and learners participating in mobility exchanges in Slovenia. The study drew on research into European governance in AE. It also used mixed methods to explore the impact of Erasmus+ on AE in Slovenia at micro, meso and macro levels. Quantitative data were collected through a survey completed by 51 AE organisations. Qualitative data were gathered through document analysis of AE policies, five focus group discussions with 23 participants from selected AE organisations, three focus group discussions with 12 adult learners, and four individual interviews with decision makers and project coordinators. The findings point to the important role of Erasmus+ in the professional development of organisations, educators and learners engaged in non-vocational AE, and in supporting social goals and counterbalancing the dominant vocational orientation of European AE policy. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Impact du programme Erasmus+ sur l'éducation des adultes en Slovénie – L'adoption de la stratégie de Lisbonne en 2000 a marqué le début d'une politique européenne en matière d'éducation (des adultes) définie sur la base d'objectifs, d'outils de mise en œuvre et de ressources financières communs. Dans ce cadre, la politique d'éducation des adultes, qui s'exerce selon le « droit souple » (soft law), s'appuie sur différents mécanismes de gouvernance et instruments politiques, tels que des dispositifs de financement. L'étude présentée dans le présent article analyse l'impact du programme Erasmus+ sur le système slovène d'éducation des adultes, ses organisations, ainsi que sur le développement professionnel des éducateurs et des apprenants ayant participé à des mobilités d'échanges en Slovénie. Elle est étayée par des recherches sur la gouvernance européenne en matière d'éducation des adultes et recourt à des méthodes mixtes pour évaluer les effets du programme à trois niveaux : micro, méso et macro. Les données quantitatives ont été recueillies par le biais d'une enquête menée auprès de 51 organisations d'éducation des adultes. Les données qualitatives sont extraites d'une analyse documentaire des politiques nationales d'éducation des adultes, et ont été également réalisées sur la base de cinq groupes de discussions réunissant 23 participants issus d'organisations sélectionnées, de trois autres groupes de discussions composés de 12 apprenants adultes et de quatre entretiens individuels avec des décideurs politiques et coordinateurs de projets. Les résultats soulignent le rôle important d'Erasmus+ dans le développement professionnel des organisations, des éducateurs et des apprenants impliqués dans l'éducation des adultes non professionnelle. Ils contribuent aussi éminemment à la promotion des objectifs sociaux et au rééquilibrage de la politique européenne d'éducation des adultes principalement axée sur la formation professionnelle. [ABSTRACT FROM AUTHOR] |
| Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The adoption of the Lisbon Strategy in 2000 marked the beginning of a European (adult) education policy defined by common goals, implementation tools and financial resources. Adult education (AE) policy is exercised in the form of "soft law" and supported by various governance mechanisms and policy instruments, such as funding schemes. The study reported on in this article examined the impact of the Erasmus+ programme on the AE system, its organisations, and the professional development of educators and learners participating in mobility exchanges in Slovenia. The study drew on research into European governance in AE. It also used mixed methods to explore the impact of Erasmus+ on AE in Slovenia at micro, meso and macro levels. Quantitative data were collected through a survey completed by 51 AE organisations. Qualitative data were gathered through document analysis of AE policies, five focus group discussions with 23 participants from selected AE organisations, three focus group discussions with 12 adult learners, and four individual interviews with decision makers and project coordinators. The findings point to the important role of Erasmus+ in the professional development of organisations, educators and learners engaged in non-vocational AE, and in supporting social goals and counterbalancing the dominant vocational orientation of European AE policy. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00208566 |
| DOI: | 10.1007/s11159-025-10138-5 |
