Intra-European mobility in search for work has been promoted for a long time as a way of integrating European labour markets and citizens. Mobility is presented in official EU documents as a way of overcoming simultaneous labour shortages and surpluses in different countries (Council Of The European Union, 2011). At the same time, there is no common policy regarding adult education of migrants – education that could perhaps make the transition from one country to another easier.

In the poster I will focus on adult education possibilities for migrants in Iceland and their popularity among members of the largest migrant community there – namely, migrants from Poland. While some other European countries have had a long tradition of providing courses for migrants, Iceland had had almost homogeneous population until 2006, when it lifted labour market restrictions for new members of the European Union. Although some courses were available for migrants before, adult education institutions were challenged by this new demographic change.

The focus of my project was on adult learning needs and choices of Polish migrants in the context of their overall migration plans and experiences. I will show an analysis of migrants' participation and non-participation in formal, non-formal and informal education, migrants' assessment of teaching methods, as well as possibilities for intercultural learning in educational institutions for adults. These results will be compared to migrants' accounts on broadly understood learning in the host country, in order to find out how important institutional education is in the broader context of learning from life experiences.

My theoretical framework of analysis will be pedagogy of place, which brings focus not only to relations between humans, but also between people and the broadly understood local place (Mendel, 2006; Theobald & Siskar, 2010).

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