European Association for the Education of Adults
EAEA
EAEA is a transnational, non-profit association whose purpose is to link and represent European organisations which are directly involved in adult learning.
ID: 3334854676-12
Lobbying Activity
Meeting with Bogdan Andrzej Zdrojewski (Member of the European Parliament, Rapporteur) and Deutsche Industrie- und Handelskammer and
28 Jan 2026 · Stakeholder dialogue on establishing the Erasmus+ programme for the period 2028-2034
21 Nov 2025
The European Association for the Education of Adults (EAEA) welcomes the opportunity to respond to the consultation on the forthcoming Erasmus+ Programme for 20282034. We appreciate the clear recognition of lifelong learning and adult education as essential to Europes strategic autonomy, social resilience, and competitiveness, in line with the Union of Skills initiative and the European Education Area. Key Recommendations Increase the overall budget for Erasmus+ for it to be able to achieve its full transformative potential, as set out in Mario Draghis Report. Allocate 20% of the Erasmus+ budget to adult learning and education, to achieve 60% participation of adults in learning by 2030. Ensure that Jean Monnet Actions and Scholarships include adult learning and education, to promote innovation and excellence at all levels. Ensure that actions and projects promoting democracy, citizenship, and community-building have adequate space and funding in the new Erasmus+ programme, alongside the promotion of work-related skills.
Read full responseResponse to Strategy on Intergenerational Fairness
10 Nov 2025
The European Association for the Education of Adults (EAEA) is the voice of non-formal adult education in Europe. EAEA is a European NGO with 120 member organisations in 44 countries and represents more than 60 million learners Europe-wide. EAEA warmly welcomes the European Commission's development of the EU Strategy on Intergenerational Fairness, emphasising that adult learning and education (ALE) can support responses to the age structure change we are facing. Participation in learning is low in the EU, and the PIAAC results show adults struggling with basic skills. ALE provision contributes directly to competence development and supports reaching those furthest from learning and older adults. EAEA also advocates for the wider benefits of adult learning in promoting social inclusion, well-being, and active and healthy ageing and recognises that learning is also extremely beneficial for communities as it promotes spaces for dialogue, mutual learning and cohesion. Older people are crucial contributors to resilient and adaptable communities; thus, they should be supported and encouraged to participate actively in their communities (learning, volunteering, advocating, mentoring younger adults, participating in physical activities, among others). Our response attached includes multiple good practices from different countries, which highlight the importance of learning later in life and of intergenerational approaches. Particularly non-formal opportunities play a key role in promoting learning for older adults due to their intrinsic principles of volunteer participation, flexibility, and often being more learner and context-centred. These opportunities can take place in diverse settings rather than in traditional educational institutions, which facilitates intergenerational encounters and outreach to older adults. Once again, EAEA welcomes this upcoming strategy and provides a set of recommendations on combating ageism, mainstreaming ageing across EU policies (including the implementation of the Union of Skills), and ensuring that accessible, relevant and quality learning provision is guaranteed to people of all ages. More on the recommendations in the response attached.
Read full responseResponse to The new Action Plan on the implementation of the European Pillar of Social Rights
9 Sept 2025
EAEA welcomes the continued commitment of the EC to the European Pillar. EAEA proposes a stronger emphasis on adult education and learning as the lack of basic and life and work skills stands in the way of all progress in Europe, whether we are talking about competitiveness or the SDGs. The Pillar rightly put education, training and lifelong learning as its first principle. EAEA argues that the focus on competitiveness of the current Commission will only be possible if there is also a commitment to social rights. The different principles need to be seen holistically, i.e. interlinked and benefitting all citizens of Europe. The fight to reduce poverty and social exclusion, e.g., goes hand in hand with better access to learning opportunities and outreach. The benchmark for the participation of adults in learning is unfortunately lagging (37% instead of 60%). Especially when it comes to adult education, the necessary infrastructures and funding lack appropriate support. Some national governments shy away from more systemic changes although the establishment of well-structured lifelong learning and skills strategies would be essential. Due to subsidiarity and fragmentation, the first principle of the Pillar is hampered by many obstacles. EAEA therefore suggest a European-wide strategy and campaign for basic and life and work skills that emphasises the power and joy of learning (as too many people see education as an obligation rather than a positive experience). Europe needs to become a Learning Europe in order to succeed. The Pillar also needs to be closely linked with all initiatives and policies in the skills, education, training and lifelong learning area. As different entities share responsibilities, increased coordination and better cooperation is crucial. This concerns DG EAC and EMPL, but also other institutions, e.g. competence frameworks (e.g. DigiComp, GreenComp) by different DGs, SDGs etc. Coordination is of utmost importance to avoid (further) fragmentation and to make the most of available resources. EAEA also emphasises the need to put the EPSR and all other skills strategies into the framework of lifelong learning. It provides a holistic approach that takes more potential learners into account and puts the emphasis on flexible learning pathways. Lifelong Learning helps to find solutions across sectors (Example: Early childhood learning and the participation of adults through family learning). Lifelong (and life-wide) learning combines learning for life and work, learning for democracy and key competences. The societal changes of the last few years demonstrate that adults need to work in higher-skilled areas and therefore upskill, but also to understand and cope with challenges to free speech, democracy and the manipulations of social media. Lifelong Learning also ensures that older people (and other people not active in the labour market) are not left behind. It is essential that the Pillar has a positive impact on disadvantaged people. Again, the interlinking of the different principles of the Pillar can help put (these) people at the centre. There needs to be an emphasis on outreach, recognition and validation of prior learning as well as support within peoples lives and contexts, i.e. a learner-centred approach that enables people to access services and have better lives. Adult learning must contain vocational AND general adult education and see it as equal to other sectors of learning, as well as put formal, non-formal and informal learning on a more equal setting. EAEA agrees that stakeholders need to be involved, especially civil society (including providers of learning opportunities as well as learners themselves). This needs to happen at different levels, EU but also at the national and regional levels. Europe needs a realistic vision on how to create resilient and successful learning and education systems and the tools to implement them. The European Pillar can and should be the driver behind it.
Read full responseMeeting with Vanessa Debiais-Sainton (Cabinet of Executive Vice-President Roxana Mînzatu)
3 Jul 2025 · Discussion with EAEA on their position on adult learning following EEA implementation dialogue
Meeting with Vanessa Debiais-Sainton (Cabinet of Executive Vice-President Roxana Mînzatu) and European Forum of technical and Vocational Education and Training and European Association of Regional and Local Authorities for Lifelong Learning
27 Mar 2025 · Exchange of good practices in the spectrum of lifelong learning and education
Meeting with Marit Maij (Member of the European Parliament, Rapporteur) and EUROPEAN TRADE UNION CONFEDERATION and
14 Oct 2024 · Roundtable with CSOs for input for ESF Plus
Meeting with Christian Ehler (Member of the European Parliament)
23 Sept 2024 · Intergroups
Response to European Quality Assurance and Recognition System
5 Feb 2024
EAEA welcomes the European Commission's initiative to develop a European Quality Assurance and Recognition System. We are pleased that the Call for Evidence mentions "educational activities and programmes at all levels" and includes micro-credentials, but are concerned about the overall strong focus on higher education. Quality assurance is also a key issue in non-formal adult learning and education (ALE). However, quality assurance in ALE can be more difficult than in other sectors, as the provision is very fragmented, underfunded in many countries and not clearly defined in legal terms, as well as not easily categorised among the other education sectors. With the introduction of Individual Learning Accounts (ILAs) and micro-credentials across Europe, the issue of quality has become very topical again. Will there be quality criteria for organisations/programmes that people can attend through their ILAs? Will there be any specific quality criteria applied to micro-credentials? If so, what will these criteria look like? We are concerned that some EU Member States express a clear preference to reserving the awarding of micro-credentials solely for the higher education sector, thereby excluding other sectors such as ALE, contrary to the European Commission's 2022 proposal. ALE is at the core of the implementation of micro-credentials in Europe: Micro-credentials could help certify the outcomes of small, tailored learning experiences. They make possible the targeted, flexible acquisition of knowledge, skills and competences to meet new and emerging needs in society and the labour market and make it possible for individuals to fill the skill gaps they need to succeed in a fast-changing environment, while not replacing traditional qualifications. They can, where appropriate, complement existing qualifications, providing added value while not undermining the core principle of full degree programmes in initial education and training. Micro-credentials could be designed and issued by a variety of providers in different learning settings(formal, non-formal and informal learning settings). A European framework for quality assurance in education must, therefore, take into account all education sectors and their specificities - including non-formal adult learning and education - to ensure that important European initiatives such as the ILAs and micro-credentials are implemented across Europe in a way that all groups of the population have access to quality learning.
Read full responseResponse to ESF+ mid-term evaluation
18 Jan 2024
In 2023, the European Association for the Education of Adults (EAEA) surveyed its members on their experiences with ESF+-funded projects and collected recommendations for improving the ESF+ based on their responses. The responses from our members show that many of the challenges and problems identified remain the same as in previous surveys: the application and reporting process is too complex for smaller organisations, the administrative effort and the required co-financing rates are too high, and the sustainability of actions is often not guaranteed. We are calling for the programme to become more inclusive and to be based on the needs of learners. Our full feedback can be read at: https://eaea.org/wp-content/uploads/2023/12/EAEA-feedback_ESF-2023_EN.pdf
Read full responseResponse to 2014-2020 Ex post evaluation of ESF and YEI
12 Dec 2023
In 2023, EAEA surveyed its members on their experiences with ESF+-funded projects and collected recommendations for improving the ESF+ based on their responses. The responses from our members show that many of the challenges and problems identified remain the same as in previous surveys: the application and reporting process is too complex for smaller organisations, the administrative effort and the required co-financing rates are too high, and the sustainability of actions is often not guaranteed. We are calling for the programme to become more inclusive and to be based on the needs of learners. The European Social Fund+ (ESF+) is a key funding instrument for non-formal adult learning and education (ALE) in Europe. ALE contributes to supporting the objectives of the ESF+ by providing transversal competences and life skills. These competences and skills lead to improved access to employment and also to the creation of better employment opportunities and new ways of working. ALE can also improve workers' adaptability to new work environments and needs and contribute to better overall well-being. It promotes social inclusion and reaches those furthest away from learning. It creates links between people, communities and the labour market and promotes the continuous development of personal and professional skills as well as long-term and quality employment. ESF+-funded projects in ALE have contributed significantly to promoting regional development and better social cohesion through a wide range of learning programmes, from basic education and inclusion measures for migrants to digital education and prison education. Challenges and issues with the programme include: - Complex application procedures - Undue influence of bigger providers and limited accessibility funding of smaller organisations/grassroots-organisations - Delayed approval deadlines of projects - Delayed payment of the final instalments and unjustified budget cuts - High administrative burden and costs - Financial sustainability and successor funding issues - Insufficient funding for target groups and narrow definition of eligible beneficiaries - Outsourcing of actual project activities, especially with very large providers - Transparency problems with audits - Concerns about privacy and data protection of final beneficiaries Our key recommendations: - IMPROVE THE ACCESSIBILITY OF ADULT LEARNING AND EDUCATION ORGANISATIONS TO ESF+ AND PREVENT OUT-SOURCING OF THE ACTUAL PROJECT IMPLEMENTATION - GIVE PROVIDERS A SAY IN THE DESIGN OF PROJECTS - SUPPORT STRUCTURAL CHANGES AND REGIONAL DEVELOPMENT INITIATIVES - ENSURE ADEQUATE FUNDING AND SUCCESSOR FUNDING OF ACTIONS AT THE REGIONAL/NATIONAL LEVELS - FACILITATE AND SIMPLIFY THE ADMINISTRATION AND MANAGEMENT OF ESF+ PROJECTS - PROMOTE INCLUSION, DIVERSITY AND SUSTAINABILITY - AVOID TOO NARROWLY DEFINED TARGET GROUPS - PUT LEARNERS AT THE CENTRE AND PROTECT PRIVATE DATA More information at: https://eaea.org/wp-content/uploads/2023/12/EAEA-feedback_ESF-2023_EN.pdf / https://eaea.org/wp-content/uploads/2023/12/EAEA-feedback_ESF-2023_FR.pdf
Read full responseResponse to Interim evaluation of the European Education Area
15 Sept 2023
EAEAs recommendations to European policy-makers: Translate European Initiatives into Concrete Policies: While European-level initiatives like the EEA, Skills Agenda, and New European Agenda for Adult Learning provide impetus, ensure that these initiatives translate into concrete policies and programmes at the national and regional levels. Support ALE activities that promote sustainability, active citizenship, and democracy. Strengthen ALE Structures: Acknowledge that countries with a long tradition of ALE generally have more stable and sustainable ALE systems. Preserve and strengthen these systems through continued investment and structural support. Support especially also countries who are building new ALE systems. Improve working conditions of adult educators through targeted initiatives. Promote European Initiatives in ALE: Encourage countries with less-established ALE traditions to leverage European initiatives, like the EEA and New European Agenda for Adult Learning, to strengthen their national and regional ALE landscapes. Make European funding opportunities more visible and accessible to these countries. Support Resilience in the Face of Crises: Acknowledge the impact of crises, such as the Covid-19 pandemic and economic recession, on ALE participation rates. Develop strategies to support ALE providers and learners during crises and ensure continuity of education. Increase Investment in non-formal Adult Learning and Education (ALE): Recognise the importance of ALE and allocate more public funding at the national and regional levels. Increased financial support is crucial to meet the diverse needs of adult learners. Encourage national and regional policy makers to broaden the scope of ALE funding beyond labour market-oriented learning. Provide structural financial support for programmes addressing global challenges such as the green and digital transition, social cohesion, democratic participation, and well-being. Focus on Essential and Life Skills: Recognise essential and life skills, including skills and competences for social justice, inclusion, democracy, and environmental sustainability as priority areas for ALE. Tailor policies and programmes to address these areas with the aim of meeting the strongest learning needs among the adult population. Support research into ALE: Research into ALE is crucial to better understand the needs of learners, develop new education methods, and get systematised data on the impact and effectiveness of ALE. Provide funding to research programmes and encourage governments to set up funding lines at the national and regional levels. International Collaboration: Foster international cooperation and collaboration, especially with countries aspiring to join the EU, to strengthen and share best practices in ALE. Engage Civil Society: Include the perspectives and input of civil society organisations involved in ALE in policy-making processes. Their insights can help shape more effective and inclusive ALE policies.
Read full responseResponse to Boosting European learning mobility for all
2 May 2023
The benefits of learning mobility for adults are numerous, for both individuals and society. As illustrated by the EAEA Position Paper on Erasmus+, learning mobility is critical for the development of new skills, the strengthening of European solidarity, cohesion and democracy, the promotion of health and well-being, as well as the motivation to learn. For these reasons, we encourage the European Union and the Member States to step up their efforts to incentivise, support, and recognise the learning mobility of adults. The inclusion of a mobility scheme for adult learners in Erasmus+ is an important, positive development; yet, more resources and investments are needed, since only about 5,000 people attended mobility activities according to the annual report 2021. For reference, in the same period 186,100 students and teachers in the field of school education went abroad thanks to Erasmus+. While the number of adult education participants is expected to increase, the limited budget, as well as the restrictive eligibility criteria attached to the programme have had a negative impact on the effectiveness of Erasmus+ for adults learning mobility. However, when it comes to adult learning mobility, the quality of mobility should be the focus of efforts, rather than only looking at increasing participation numbers. Bolder action on this issue is necessary, also because the multiple issues preventing adults participation in education and learning are exacerbated when it comes to learning mobility: the lack of time and resources is an even more serious obstacle in the case of learning mobility, as these experiences require additional preparation, commitment and expenses. In order to address these challenges, the upcoming Council Recommendation on learning mobility should encompass an enabling framework setting out structural, sustainable and effective policies to help adults access learning mobility. In the European Citizens' Learning Mobility Panel, organised by the European Commission, citizens from all corners of Europe have called for more efforts at the European level to promote adult learning mobility, increasing the budget allocated to this sector, promoting more inclusive programmes and reaching out to learners of all ages and backgrounds. It is crucial, therefore, that the next EU actions in this area take into account the valuable contribution of the participants to the Citizens Panel. EAEA recommends policymakers to 1. Promote a human rights-based approach to learning mobility; 2. Set European objectives and indicators, formulate a strategy, and monitor progresses; 3. Establish transnational, European paid training leave schemes; 4. Provide grants, and expand access to Erasmus+ and the use of Individual Learning Accounts (ILAs) for adults learning mobility; 5. Facilitate twinning and partnerships allowing organisations to develop exchange programmes, addressing the potential lack of personnel replacements; 6. Provide free-of-charge and accessible services for the recognition and validation of skills acquired during the learning mobility, including soft and transversal skills: 7. Design inter-, multi- and dual-generational learning mobility programmes (in line with Recommendation 5 of the Citizens Panel) ; 8. Offer targeted support measures for parents and caregivers; 9. Address the psycho-social, cultural, personal and motivational barriers to adults learning mobility; 10. Raise awareness about learning mobilitys benefits, organisation, support measures.
Read full responseResponse to European Year of Skills 2023
5 Dec 2022
We, the European Association for the Education of Adults (EAEA), call for a holistic understanding of the EU Year of Skills 2023: Work and life skills are closely entwined, so professional development, including basic, digital and green skills, but also personal skills that all citizens need in their daily lives, including life and transversal skills, and critical skills to strengthen sustainability, democracy, social inclusion and community development, belong to the European Year of Skills. However, the Proposal for a Decision of the European Parliament and the Council on a European Year of Skills 2023 presents a very one-sided understanding of skills: in the context of the proposal, there is a strong reference to labour market-relevant skills and to filling staff vacancies and matching companies needs. We find it particularly unfortunate that the role of the New European Agenda for Adult Learning (NEAAL) is also presented in this light, and that participation in adult learning and education (ALE) is reduced to upskilling and reskilling opportunities and learning for the green and digital transitions. While these are important aspects of ALE, we emphasise that ALE is much more and broader than learning for the labour market and acquiring skills that are in high demand by employers. Participation in ALE promotes basic, transversal and life skills that are important for all aspects of life. ALE itself is a very important factor for community building and cohesion by providing spaces of dialogue and inclusion. We emphasise that these roles of ALE are equally important and, therefore, need attention and support, especially when it comes to increasing participation in ALE. When we talk about digital and green skills, we need to include those who are furthest from learning not only because individuals can use these skills to improve their job opportunities, but also because they are part of the life and basic skills that everyone needs to be able to get information, participate in democratic elections, manage their finances, integrate sustainability into daily life, etc. This is central not only for the labour markets in Europe but for the development of the European project itself. As the Commission President pointed out during her speech, Europe is facing big challenges: the war in Ukraine and the energy crisis, inflation, the green and digital transitions, the changing labour market, and a changing political atmosphere in many parts of Europe. To meet these challenges, skills for personal, professional and community development will play a central role. Lifelong and life-wide learning learning across all ages and all walks of life, including non-formal ALE connects generations and communities and is more important than ever to learn from and with each other, especially in more challenging times. We urge European institutions and policymakers to - Promote and support a holistic understanding of skills during the EU Year of Skills 2023; - Put a spotlight on life skills and transversal skills promoted through non-formal adult learning and education, including green and digital skills, and skills for transformation, such as skills to understand, create and act, as well as emotional and values learning; - Use this special occasion to promote better financial and structural support for ALE across Europe, and to contribute to resilient ALE systems that increase participation in ALE; - Ensure that (adult) learners are given a voice in all activities in and around the EU Year of Skills 2023; - Ensure that the voice of civil society is included in all activities of the EU Year of Skills 2023.
Read full responseResponse to Erasmus+ 2021-2027 interim evaluation and Erasmus+ 2014-2020 final evaluation
12 Sept 2022
The European Association for the Education of Adults (EAEA) sees improvements between the Erasmus+ programmes from 2014 to 2020, and from 2021 to 2027, especially in the areas of funding for adult learning and education (ALE), and the inclusion of adult learners in Erasmus+ KA1 learner mobility.
Besides upskilling for the labour market and learning for employability, ALE is immensely important learning for active citizenship, sustainability, social inclusion, creativity, critical thinking, and much more. ALE conveys values and is transformative - for everyone, regardless of the target group. However, participation in ALE is still low at 10.8 percent of the adult population. Innovation and sharing of good practices as well as new networks and partnerships for ALE, therefore, play a key role.
We recommend to
- Increase the funding for ALE in Erasmus+ to increase the participation of adults in lifelong learning;
- Make third countries, including from Regions 1 and 2, eligible for participation in actions on ALE;
- Put life skills and values for transformative learning at the centre of Erasmus+ calls in the adult education sector;
- Introduce Adult Learning Alliances for stronger ALE structures and policies;
- Introduce Jean Monnet activities for ALE to promote European Union learning;
- Make Erasmus+ more sustainable;
- Put special emphasis on the accessibility of the programme to all;
- Make Erasmus+ KA1 mobility actions truly inclusive for adult learners;
- Collect qualitative and quantitative data on the impact of ALE.
Read full responseMeeting with Andrea Nahles (Cabinet of Commissioner Nicolas Schmit) and Deutscher Gewerkschaftsbund and
12 Nov 2020 · Social dialogue
Meeting with Andrea Nahles (Cabinet of Commissioner Nicolas Schmit) and industriAll European Trade Union and
2 Oct 2020 · Social dialogue
Response to Multiannual Financial Framework: Erasmus Programme 2021-2027
15 Oct 2018
In 2017, the European Association for the Education of Adults (EAEA) published a statement that urged policy-makers to put the ‘Plus’ into Erasmus+ and strengthen adult education within the programme. One year later, after the launch of the Proposal for a Regulation of the European Parliament and of the Council establishing 'Erasmus' by the European Commission, the ‘Plus’ seems to have disappeared completely from the future programme. While the proposal for the future Erasmus programme still includes educational sectors beyond higher education such as adult education, we believe that renaming Erasmus+ back to Erasmus might send a signal to all stakeholders that the programme will resume its focus on student mobility in higher education. Erasmus+, however, stands for lifelong learning and all educational sectors and measures included in this concept. The ‘Plus’ is essential for the lifelong learning approach of ET2020 and the further implementation of the Renewed European Agenda for Adult Learning, as well as the implementation of Upskilling Pathways.
Adult education is tackling many of Europe's most pressing challenges, such as the inclusion of migrants and refugees, automation and digitalisation, inclusion of socially isolated persons, among many others. However, according to the proposal of the European Commission, the budget share remains unchanged at less than 4%. While we welcome the doubling of the overall budget for the future Erasmus programme, the budget share for adult education needs to be significantly higher in order for adult education to be able to make an impact. The (potential) target group of adult education is significantly larger than in any other educational field: 55% of the total population in the European Union is between the age of 25 and 65, i.e. the age group that is considered in the labour force survey, and almost 85% of the population is between 15 and 65 years and older.
As a result of the Erasmus+ mid-term review, adult education in the new programme is supposed to focus on low qualified people as its main target group. This is contradictory to a holistic approach to adult education and lifelong learning which aims to promote social inclusion and active citizenship among all adult citizens. Currently, participation levels in adult education (among the working population) are around 11%. This is far away from the ET2020 benchmark of 15% that should be achieved until 2020, and the benchmark of the European Education Area of 25% by 2025. Both are highly unlikely to be reached with the current and the proposed future funding of the sector, particularly with a narrowing down of the target group.
The European Association for the Education of Adults welcomes the introduction of small-scale projects in the new programme. They will increase the accessibility to the programme by smaller organisations with limited financial and human resources. This can have profound effects on the quality of adult education, the transfer of innovation and the creation of a common European area of adult education. However, in contrast to VET and Higher Education, the new programme does not foresee any large-scale projects, such as European alliances for adult education. Adult education alliances could bring together practitioners and researchers to tackle key European challenges such as democracy or digitalisation and ensure an impact at the policy level.
A future Erasmus+ programme that aims to make an impact in all educational sectors needs to keep the ‘Plus’ in Erasmus and allocate a much higher budget share to adult education. As a member of the Erasmusx10 coalition, the European Association for the Education of Adults also supports the demand for a tenfold increase of the overall envelope for the future Erasmus programme (https://erasmusx10.eu/index.php/demands/).
Read full responseMeeting with Joost Korte (Director-General Employment, Social Affairs and Inclusion)
13 Sept 2018 · Meeting with the EAEA Executive Board to discuss adult education with a particular emphasis on social inclusion
Meeting with Julie Fionda (Cabinet of Commissioner Marianne Thyssen)
24 Sept 2015 · Adult learning
Meeting with Aura Salla (Cabinet of Vice-President Jyrki Katainen)
25 Feb 2015 · Lifelong Learning