Adult education has a global, integrating nature, aiming at forming the whole life of man to participate in social life. This is why current education policies set out lifelong learning programs for organizing and implementing lifelong learning based on coherent and unitary principles, with a broader scope, involving international institutions and organizations. In the present article we have analyzed how Romania's relationship with European partners in the field of adult education, as well as the take-up of adult learning policy models, influence the construction of adult education projects from the perspective of correspondences or differences in their theoretical and practical approach.