Goals of European Adult Education Policies at Time of COVID-19 Pandemic

Abstract

The article analyzes the changes in the goals of adult education policies in the European educational area during the COVID -19 pandemic. Different forms of policy changes, incremental and radical changes of goals are analyzed. Elements of historical institutionalism, discursive institutionalism and elements of rational choise policy (optimal action within the given possibilities) are used. From the analysis of documents and available analyzes, it was concluded that the dominant discourse of lifelong learning in the knowledge society has remained in the context of significant economic, demographic, health, technological and climate challenges. It is shown how the key instruments of educational policies fit into this discourse. The introduction of micro-qualifications, an individual learning account and strengthening of digital and green skills is especially presented. As the instruments are not neutral, they also contain the goals that adult education in Europe must achieve.