Relations between education and social inclusion/exclusion have been researched as part of two sixth framework integrated projects (Towards a Lifelong Learning Society in Europe: The Contribution of the Education System - LLL2010: http://lll2010.tlu.ee/; Strategies for inclusion and social cohesion in Europe from education - INCLUD-ED: http://www.ub.es/includ-ed/) focussing on (adult) education. This paper firstly provides a short discussion on how social inclusion/exclusion is seen in relation to education, thus offering a theoretical grounding. This section takes into account recent developments of European Lifelong Learning policy and its effects on related policy fields in Austria. Also relations between the concepts lifelong learning and adult education are examined. While focussing on Austria this discussion benefits from international cooperation within European research projects.

Secondly, results from 21 expert interviews on the interrelation between education and social exclusion/inclusion within different social fields (health, housing, employment, social and political participation) are discussed. This part of the paper refers to the impact of education on life chances and its relation to Austrian educational, social and employment policies.

Moving deeper into the field of adult education, the paper then analyses findings on how representatives from different adult education institutions perceive social inclusion of disadvantaged groups like migrant participants and increased outreach activities as relevant topics within their institutional policy. The findings here also refer to surrounding conditions and views of state policy level representatives and are related to a total of 15 interviews with experts and senior managers from 5 different institutions providing formal and non-formal adult education and with government representatives.

Thirdly, this paper relates to selected findings from a survey research carried out among approximately 1,000 participants in formal adult education on all ISCED levels in Austria. Here we focus on some results on migrant participants and their experiences including satisfaction and motivation. Our quantitative analysis among other findings shows that for the economically most marginalised migrant group participating in basic education some findings seem to contradict expectations. This leads to critical methodological reflections, but can also improve theoretical assumptions on how disadvantaged groups experience and make use of educational possibilities.

This paper uses data on policy level, institutional level and participant level. We will also make use of other theoretical and empirical research and statistics in the field and look at relations to the findings of our own research. From the background of European Lifelong Learning policy and its effects on related policy fields in Austria, in this paper we look at how the social inclusion of non-traditional participants in adult education (focussing especially on migrant participants) are topic at policy and institutional level. Furthermore we contrast some findings on migrant participants with these results from policy and institutional level. Finally we aim at providing some answers to the following question: how far is Lifelong Learning a framework within which adult education can be a strategy towards social inclusion in Austria?

Commission of the European Communities (2009): Council conclusions on a strategic framework for European cooperation in education and training ("ET 2020"). 9845/09 EDUC 88, available at: http://register.consilium.europa.eu/pdf/en/09/st09/st09845.en09.pdf Holford, J., Ridell, S., Weedon, E., Litjens, J. & Hannan, G. (2008): Patterns of Lifelong Learning – Policy & Practices in an expanding Europe, Vienna, Münster, LIT. Markowitsch, J., Benda-Kahri, S., Prokopp, M., Rammel, S., Hefler, G., (2008): Neuausrichtung der berufsbildenden Schulen für Berufstätige. Eine Studie im Auftrag des bm:ukk. Studies in Lifelong Learning 7, Edition Donau-Universität Krems. Rammel, S., Markowitsch, J. (2009): Formale Erwachsenenbildung in Österreich: Stellenwert und Reformpotential. In: Lassnig et. al (Hg.): Öffnung von Arbeitsmärkten und Bildungssystemen. Beiträge zur Berufsbildungsforschung. Studien Verlag, Innsbruck Wien Bozen.