Nieformalne uczenie się dorosłych w polityce Unii Europejskiej
Informal adult learning in European Union policy

Summary/Abstract: The purpose of this study is to analyze European Union policy in relation to informal adult learning, considered to be part of lifelong learning. The purpose is descriptive and explanatory, and thus serves to describe and understand the basis and connotations of EU educational policy aimed at adults. A qualitative methodology, including qualitative content and content analysis, was used to achieve this. The research material consists of EU policy documents on adult education. In the first step, documents testifying to the growing importance of lifelong learning and adult learning in EU policy were reviewed. In the second step, a selection of current policy documents on adult learning (excluding those on youth learning and vocational training) were analyzed for their content. This step revealed that a key importance is attributed to the category of skills. The next stage of material analysis involved open coding, allowing the main themes that organize the documents and the terms that characterize them to be generated in the form of codes. The final stage sought to define trends and detect interconnections between adult education policy and other EU political and economic directives. This made it possible to reconstruct the logic of the adult learning strategy and its underlying political and economic vision.

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