The knowledge to be conveyed in the framework of basic adult education is not clearly defined. Since basic education is a publicly financed social task, this gap poses a problem not to be taken lightly. The author describes how basic education is perceived by the public education administration as well as the impacts of this perception on financing and supporting decisions. The thesis introduces members of the education administration and examines their understanding of basic education as well as the reasons for the latter. The author conducted personal interviews in order to analyse the tensions between the mentioned social task, public financing and administrative as well as political interests and power structures.weiterlesen