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10
Introduction
tivewayofrealisingthisideawouldbetolinka“grass-roots”movementwith
a“top-down”movement.Teessenceofthisissueposesaproblemsimilarto
theonethatappearsinthelearningaswellasteachingprocess,andinabroader
dimension,inalleducationalsciences,i.e.abasicrequirementforanypositive
resultsoftheeducationaleńectisthelearningofthestudentsthemselves.Te
processofstudents’learningmightbemotivated,supported,organizedand
directed,butfinallynothingcanreplaceit.Itissimilartotherealizationofthe
strategiesandprogrammesofLifelongLearning:theexistenceofappropriately
shapedinstitutionalcontextdoesnotdetermineefciencyoftherealizationof
strategies.Ontheotherhand,doesalackofinstitutionalsolutions(alack
ofappropriatestrategiesandprogrammes,includingfinancialresourcesfor
theirrealization)signifyingalackofinstitutionalpossibilitiesnipgrass-roots
initiativesinthebud?
Tefirstarticleofthesecondpartofthebook,“Teplaceofadulteducation
ineducationpolicyatthelocallevel”byBeataCyboranfromJagiellonianUni-
versity,provokesreflectionsonthisissue.Teauthorclaimsthateducational
issuesinPolandarestronglyemphasizedattheregionallevel(avoivodship),
whereindividualplanningdocumentsintheformofregionalstrategiesof
educationaldevelopmentarecreated,whereasatthelocallevelsuchdocuments
rarelyappear,andwhentheyarepresent,theyalmostalwayspertainonlyto
childrenandyoutheducationandthereisnoplaceforthoseadultsthatare
learningorwouldliketo.
Ontheotherhand,inthelocalcommunitieseducationalneedsandthe
connected“grass-roots”initiativesarerevealed.Agreatexampleofthisregu-
larityisprovidedbyresearchofSlovenianscientistsfromtheDepartmentof
EducationalSciencesattheFacultyofArtsUniversityofLjubljana.NivesLičen,
inherarticle“Educationinnon-governmentalorganizationsandformationof
alocalidentity,”describesresearchontheformationoflocalidentityandasense
ofbelonging.Teresultsofthisresearchconfirmtheeńectivenessofinformal
educationinareaofpreservingculturallegacy.Itisworthemphasizingherethat
inthisspecificexample,“grass-roots”initiativeswereinsomewayinstitutiona-
lizedinappropriatenon-governmentalorganizations.Teresearchrevealsthat
membersoftheresearchgroupshavekeptmanyartefactsandsocialpractices
belongingtotheirculturallegacythankstothecombinationofexpertisewith
volunteerwork.Tosefactscanberegardedasaneńectofstrongsupportgiven
tosocialinitiativesintheinstitutionalcontext.
However,thisexampledoesnotmeanthatsocialneedsarealwaysprovided
withsolutionstosatisfythemintheinstitutionalcontext.AnarticlebyKlara
SkubicErmencandAndrejaHočevar,„Studentswithanimmigrantbackground
intheSlovenianeducationsystem,”presentsasituationinwhichsuppressing
“grass-roots”initiativesasaresultofalackofinstitutionalsupportcanbeno-
ticed.Teauthorsrevealnegligenceinthescopeofstateassistanceinencul-
turationofimmigrantsinSloveniaaswellasconsiderablegapsincreatingan
