Educational policy to a certain extent determines the topics andragogic discussion of today. First of all, various departmental, multinational and European policy documents are often misguided in implementing the development of educational concepts, values and principles. Certain andragogic directions assume argumentative strategies and the basic concepts of those documents. However, the relationship of adult education policy and andragogy is not in the historical perspective nor currently as harmonious, how many andragogic texts suggest. This paper focuses on the possible andragogical reaction for the award of educational policy.