With the implementation of the project we wanted to gain new knowledge and transfer examples of good practice that give good results abroad, especially in France, regarding the program Elementary School for Adults, ways and methods of dealing with vulnerable groups of people and validation of previously acquired knowledge. With the help of this project, we wanted to get acquainted with professional starting points and concrete examples of the development of basic abilities of less educated adults and gain insight into the relationship between sectors, the role of ministers and other stakeholders, knowledge transfer on the level of decision-making and organizations, carrying out the programme of Elementary school for adults. We estimate that knowledge from abroad is urgently needed in the renewal of the primary school program. At the same time partners selected will have an important role, as the will make examples of good practice and new knowledge be more effectively transferred to the decision-making level. In Slovenia, the transferred approaches and methods used in France represent an upgrade of our educational system and enable the improvement of the work of education organizers in the field of work with adults.
KA1 Elementary School for Adults project was submitted, as the evaluation of the Elementary school for adults programme, which is mostly carried out by adult education centres, showed that the programme was not sufficiently adapted to the needs of the adult population, especially the needs of vulnerable groups. A similar situation was highlighted by the analysis of the situation in elementary school for adults, in which the author pointed out the insufficient knowledge of the specifics of the adult population in primary education. In order to be able to prepare high-quality starting points for the renovation of the Primary school for adults program in Slovenia, experts, training organizers and decision-makers needed additional experience and insights from abroad. An example of good practice was France, where organizations for basic adult education rely on a system of social partnership and participation of all stakeholders, which differs from Slovenia, where the system of basic education is subordinated to the system of regular education of children and youth and does not take into sufficient account the needs of adult participants.