Each year, European Association for the Education of Adults (EAEA) organises several topical professional events for its members. The most significant is undoubtedly the Annual Conference, traditionally combined with the General Assembly and the award ceremony. This year, the two-day event took place on 3 and 4 June in Leipzig, eastern Germany. The theme, Flexible Learning Pathways, attracted over 150 participants across Europe and beyond, including representatives from Ukraine and Moldova. The German EAEA members DVV International (Institute for International Cooperation of the German Adult Education Association) and the Leipzig Adult Education Centre were co-organisers.

New EAEA governance, new awards

As an associate member of EAEA, the Slovenian Institute for Adult Education (SIAE) does not hold voting rights at the General Assembly. However, this year’s meeting was particularly noteworthy, as regular EAEA members elected a new President of the EAEA Board. After three terms, Uwe Gartenschlaeger from DVV International stepped down, and Lauri Tuomi from Finland was confirmed as his successor. You can read more about him in the dedicated interview. Three new board members were also elected. Details of the new 12-member EAEA Board for the 2025–2027 term are available in the official publication.

Flexibility of learning pathways has multiple dimensions

On the second day, we attended the Annual Conference, opened by EAEA Secretary General Raffaela Kirher – young both in tenure and in age. In addition to the flexibility of learning pathways, she highlighted the central role of learners as active participants in the learning process.

The keynote address was delivered by Elif Bahar from the OECD, who presented findings from the 2023 PIAAC Survey of Adult Skills, based on data from over 160,000 adults worldwide. According to the study, one in four adults faces barriers to participating in ALE. The most common obstacles include a lack of time due to work or family commitments, high education costs and low self-confidence or motivation. To overcome these, the OECD recommends a more modular approach to learning, effective recognition of prior learning, less rigid entry requirements and improved transparency and quality assurance within education providers.

Later, participants joined working groups to address pressing ALE challenges. A recurring theme across all groups was the need to highlight ALE’s transformative power for individuals and society at large. In today’s world of rapid change and complex issues, learning equips us to respond effectively, both individually and collectively.

Lively discussions in the working groups enriched us professionally

The morning brought an engaging working group session in which we explored two key dimensions of socio-economic transition: sustainability and competitiveness. At first sight, these concepts might appear to be at odds, yet our discussion revealed that they can, in fact, be connected and even create valuable synergies. We recognised learning – essential for safeguarding enduring values and acquiring new knowledge and skills – as a universal right and a driving force for change. Learning empowers individuals to move from a reactive stance to a proactive role. To make this possible, we concluded that partnerships are crucial: with decision-makers, businesses, other key stakeholders and learners.

In the afternoon, I joined the working group entitled Learner agency and action: Addressing strategies for fostering self-determination and collective action in ALE. It was the first time I had encountered the term agency in the context of learners’ autonomous action. I had a rough idea of what it might mean, but to be sure, I also checked with ChatGPT. It explained the concept as follows:

“In the context of education – and more broadly in the social sciences – learner agency refers to an individual’s capability and power to act autonomously, make independent decisions, take initiative and influence their own learning and environment. It highlights the learner’s active role – not as a passive recipient of knowledge but as an active co-creator of their own learning journey.”

This discussion in our group was built on the findings of the project ENHANCE – Enhancing Learners Voice.

At the SIAE, we mainly engage with learners through the SIAE Awards. However, the project and our group pushed the conversation further, stressing the importance of including learners’ voices in decisions about their educational pathways – from planning, ensuring accessibility and flexibility through implementation, and finally, evaluation. In other words: nothing about learners without learners! This approach is still underdeveloped across much of Europe, although Ireland and England are leading the way. It requires, among other things, preparing learners for this role by providing training and, above all, fostering their willingness and readiness to act as advocates. In Slovenia, we briefly explored this idea in 2005 with the concept of a Learners’ Forum. Perhaps now is the time to revisit it? You can find more insights from this working group here.

For the SIAE, working with the EAEA Secretariat and individual association members – at events like this and through joint projects – is a cornerstone of our international efforts. We love sharing knowledge and insights with our Slovenian partners, which is why we’ve gathered some key facts and personal highlights from our time in Leipzig in this article. And if you’d like another angle on the event, take a look at EAEA colleague Sari Pohjola’s summary here.

Zvonka Pangerc Pahernik, MSc (zvonka.pangerc@acs.si), SIAE

In the Summer edition of the SIAE Newsletter, we wrote about the Third EAAL Forum 2025, held at the Rog Centre in Ljubljana. It was dedicated to presenting Slovenian examples of innovative learning environments. On that occasion, we explained that, as part of the implementation of the European Agenda for Adult Learning (carried out in Slovenia under the EAAL project), several countries had decided to explore and exchange such examples during the 2024–2025 period. In addition to the June meeting in Slovenia, representatives involved in the so-called Peer Learning Activity (PLA) had already met in Hungary last September (read more here) and, most recently, in Slovakia.

In Bratislava, on 15 and 16 October, we were hosted by the Slovak State Institute of Vocational Education, which, among other roles, serves as the national coordinator (NC) for EAAL, similar to the SIAE. The meeting brought together seventeen representatives from the EAAL NC network across nine countries: Belgium, Cyprus, Czechia, Germany, Hungary, Liechtenstein, Montenegro, North Macedonia and Slovenia.

Slovenia was represented by the entire, 7-member EAAL project team of the SIAE, thereby bringing 13 years of work in this field to a close.

Slovak colleagues prepared a rich professional and accompanying programme

On the first day, we met in a smaller group. The focus was on sharing experiences, presenting good practices and deepening cooperation within the EAAL network. We also visited the National Bank of Slovakia as an example of excellent practice in developing financial literacy among adults.

On the second day, the international conference Beyond Classrooms: Alternative Adult Learning Spaces attracted around 80 Slovak participants.

The organisers later wrote: “The conference brought new perspectives on learning outside traditional school settings and showed that education is a lifelong process that can take place anywhere – in the workplace, in communities, in libraries or in online environments. Experts from universities, research institutions, non-governmental organisations and practice agreed that adult education is increasingly oriented towards personal and community dimensions. In addition, research shows that adults’ motivation for education stems primarily from inner needs for personal development rather than only from work-related reasons.”

The Slovak contributions were complemented by a guest from abroad, Larisa Șioneriu from AONTAS, Ireland. She presented community education as a second chance for people who previously had no opportunity for schooling — for example, those from marginalised groups or single-parent families.

Activities on the theme of innovative learning environments continue

At the beginning of November, Germany also held its own PLA event. It showcased examples of innovative learning environments for adults to acquire basic education and skills. Although we did not attend this meeting, we will be able to learn about the experiences presented in a publication to be issued under the EPALE platform. This publication will bring together examples from all participating countries, and we will share the link once it becomes available.

We would also like to highlight the EAAL project subpage titled Innovative Learning Environments. It features interviews with the creators, organisers and participants of such environments. The videos present ideas that inspire, may even surprise, and truly encourage reflection on what is possible when we learn differently. At the invitation of the European Commission, we presented this website and some content from the aforementioned Third EAAL Forum at the final meeting of the 2024–2025 EAAL national coordinators on 14 November in Brussels. Our examples were very well received.

Zvonka Pangerc Pahernik, MSc (zvonka.pangerc@acs.si), SIAE

What is considered pressing today includes, among other things, collaborative learning that encourages exploration and creativity. It is tailored to learners’ interests, offers practical experience and fosters a sense of active engagement in the learning process. Equally relevant are virtual learning environments and artificial intelligence, augmented reality and simulations. Today, the focus is not only on acquiring knowledge but also on developing a broad set of skills, including critical thinking, effective collaboration and problem-solving. A renewed connection to nature and cultural roots is also increasingly in focus.

The topic is undoubtedly hot, but when it comes to ALE, we may rightly ask ourselves: is this a fresh concept, or has innovation of environments, content and methods always been part of adult education’s DNA? In fact, these aspects have long been woven into our efforts; what changes, fortunately, are the forms in which they appear, as they continuously adapt to the time, place and circumstances in which we live and work.

The EAAL Forum on Innovative Learning Environments was multifaceted

The third EAAL Forum 2025 was opened on 19 June by Dr Nataša Potočnik, the Director of the SIAE, with her characteristically gentle, yet no less powerful address.

She emphasised the significance of the venue – Centre Rog – as this institution perfectly embodies the very concept of an innovative learning environment. Officially established in May 2021 as a non-profit public institute in the renovated former Rog bicycle factory, an industrial symbol of Ljubljana, Centre Rog underwent a revitalisation process that began as early as 2007. This included years of participatory planning, involving more than 6,000 users, experts and organisations. Since November 2023, Centre Rog has been operating as an open creative hub, offering nearly 9,000 m² of shared workshops, project studios, residencies, a library and social spaces. Its purpose is to create a stimulating environment for creators, professionals and enthusiasts alike. It seeks to empower community-driven creativity, promote creative industries, foster cross-sector collaboration and support socially beneficial projects guided by the principles of sustainability and circularity, as explained passionately by the host and the Director of Centre Rog, Renata Zamida.

The forum’s keynote speaker was the renowned educational futurist and learning designer, Dr Pieter Sprangers from Belgium. He began by emphasising the importance of enthusiasm as a starting point for learning. He highlighted the role of innovative learning environments and practices within ALE, including the concept of nomadic learning. He presented lifelong learning as a key dimension of contemporary literacy, underscoring the responsibility of local communities in bringing it to life.

Special attention was devoted to vulnerable groups of adult learners, studies on learning ambassadors and dialogue-based approaches. Dr Sprangers also touched on (re)shaping educational systems and emerging a new scientific discipline – educational design research. He concluded his presentation by reflecting on the factors that foster learning and those that hinder it.

The forum also showcased outstanding Slovenian examples of innovative learning environments. Erika Švara and Alenka Štrukelj from SIAE, along with Matej Cepin from the Social Academy, impressed the audience with their dedication, making it clear that they genuinely believe in their work and message conveyed through the presentation of their contributions:

• Study Circles: When a Click is Replaced by Conversation
• Forest Libraries – Where Nature Meets Knowledge 
• Empower Young People for Dialogue. Tools for Youth Workers and Educators Who Want to Overcome Polarisation

It is worth noting that the forum was initially intended to be the official conclusion of the EYS. The EC announced it would publish its official report on this initiative in the first half of 2025. Running from 9 May 2023 to 8 May 2024, the EYS aimed to raise awareness about the importance of skills across the EU. The EAAL project in Slovenia actively supported it by opening and closing national EYS events. A similar approach was planned for the publication of the final report; however, the latter has not yet been released to the public. During the forum, Maya Ivanova from the EC’s relevant directorate kindly presented several EYS performance indicators and related initiatives, most notably the Union of Skills and the Pact for Skills.

Beyond the forum: connecting before and after

The international guests, themselves national EAAL coordinators, arrived in Slovenia a day before the forum, allowing us to host an afternoon gathering at the SIAE. We presented activities that have made Slovenia a benchmark in ALE professional circles: guidance and validation in ALE and raising awareness of lifelong learning, highlighting 30 years of LLW achievements and the new Lahko.si campaign. We also heard about Estonia’s successful ALE promotion strategies from Sirje Plaks of the Association of Estonian Adult Educators Andras, while Laura Iveta Peniga from the Ministry of Education and Science explained Latvia’s approach to implementing innovative learning environments.

On 20 June, the day after the forum, a 14-member group – comprising local participants and five international enthusiasts – visited an innovative learning environment: the International Centre for Self-Sufficiency Dole, led by Dr Ana Vovk, who also holds two doctoral degrees. It was hard to grasp that Ana manages the extensive estate and processes its produce entirely on her own.

International guests, in particular, repeatedly asked Ana who helps her. She consistently replied that this is precisely the essence of her philosophy: achieving the greatest possible impact with minimal, yet highly thoughtful, work. Our external collaborator, Maja Novak, MSc, captured Ana’s insights in a video recording, which will satisfy – or perhaps awaken – your curiosity.

Considering the period 2021–2025, the third EAAL Forum 2025 is, in fact, the seventeenth EAAL forum to date. Seventeen editions, some held online only, others in hybrid formats. Seventeen groups of domestic and international guests, speakers from the world of education and often from other public and private sectors. Together, they have illuminated a wide range of current social issues, exploring the role of ALE in responding to and shaping emerging trends. How many testimonies, insights, ideas – sometimes provocative, sometimes soothing – and so many passionate actions behind them! We are deeply grateful to everyone who has shared them with us. We invite you to revisit the past EAAL forums 2021 (on the Future of ALE), 2022–2023 (on Skills for Life) and 2024–2025 and enter this treasure trove of thoughts and words.

Zvonka Pangerc Pahernik, MSc (zvonka.pangerc@acs.si), edited by Ana Peklenik (ana.peklenik@acs.si), both SIAE

This time, the EAAL Forum took a slightly different form

The EYS officially concluded last May. Since then, the EC, in cooperation with partners, has been preparing the final report on its progress and effects. It is expected shortly. The recently published Communication on The Union of Skills is the legacy of EYS and its substantial upgrade. In it, the EC, among other things, advocates for providing opportunities for ongoing upskilling and reskilling of adults. Learning, education and training to acquire skills, competencies and knowledge are gaining importance at an accelerated pace – at all stages of life. Unfortunately, there is a strong emphasis on training for work and less on other roles we have as individuals and members of the community.

On 26 February, we engaged in discussions with EAAL Forum guests at the SIAE and online, addressing some skills for life. We placed them in both the present and the future, highlighting their interconnectedness. The meeting was designed as a series of expert dialogues from different fields, aware that these areas are not isolated. Skills acquired can, therefore, intertwine and function in synergy. We asked the guests about their current efforts, plans and mutual cooperation.

The forum was attended by 120 people – in person, via Zoom or through connected channels where a live broadcast was available. The purpose of this article is to describe the event to some extent – but not too much – better to watch the recording available on the event’s website (in Slovenian).

A private and professional tandem

Dr Nataša Potočnik, Director of the SIAE, and Gregor Mohorčič, MSc, Director of the Institute of the Republic of Slovenia for Vocational Education and Training (CPI), were the first pair to answer the above questions (and some in between). They spoke about their past experiences that led them to their current positions and their ongoing efforts. They touched upon the interconnectedness of general, non-formal learning and education, primarily overseen by the SIAE, and vocational education and training, firmly supported and currently being reformed by the Institute of the Republic of Slovenia for Vocational Education and Training. They shared with us the skills they consider essential for the future – from both personal and professional perspectives. Their appearance was an excellent blend of yin and yang energies – with the roles being endearingly exchanged.

Equipped for the green and digital transition

The second pair, Dr Ana Vovk (PhD, PhD) from the Faculty of Arts, University of Maribor, and Dr Jože Guna from the Faculty of Natural Sciences and Engineering, University of Ljubljana, complemented each other in their view of green and digital skills. These have been the most frequently addressed in recent years – both at the policy level and in professional and practical contexts. Nevertheless, it seems we still do not fully understand the scope of green skills and their urgency. Ana’s fluent and enthusiastic presentation grounded us, made us reflect and, at times, even laugh. Jože complemented her excellently and introduced us to the digital world in a playful way. Both emphasised the complementarity of these and many other skills necessary for survival and success in an ever-changing world.

Confident and enterprising

The third pair, Dr Alenka Braček Lalić from the Authentic Leadership Institute and Maja Novak, MSc, from We4You, Institute for Education, addressed personal (emotional), interpersonal and communication skills. They shared what influenced their transition to self-employment. This path offers more freedom but demands significant inner organisation, focus and trust – in oneself and others. One can lead, teach and inspire others on journeys in both real and virtual realities only if one is genuine. The speakers were deeply personal, which allowed the audience to relate – precisely what this was all about. There is no more room for fear or shame – and that is what distinguishes a noble person.

Intuition is becoming the superpower of the future!

With these words, Aleksej Metelko inspired us in the final lecture. He pointed out that we are stuck in a vicious cycle of repetitive patterns of thought, most of which are negative. In a way, he permitted us and encouraged us to listen to that quiet inner voice often drowned out by everyday noise. He offered tips on how to sharpen our sense of this perception – usually requiring calm and silence, which is no easy task in today’s fast-paced and cacophonous world!

Zvonka Pangerc Pahernik, MSc (zvonka.pangerc@acs.si), edited by Ana Peklenik (ana.peklenik@acs.si), both from the SIAE

The EAEA annual conferences are always an excellent opportunity for professionally engaging and enjoyable gatherings of key representatives in ALE on the European and, to some extent, global scale. The association has 120 members – institutions from 43 European countries. The rich mix of 150 participants at this year's conference leads us to conclude that nearly all of us made it to Helsinki in June. With great interest, three representatives from the SIAE joined the event as well.

Two leading ICAE members took on important roles: President Robbie Guevara as co-host and co-moderator and Secretary General Dr Katarina Popović, who spoke on the final panel. The new director of UIL, Isabell Kempf, impressed the audience with her passionate speech on the role of ALE in strengthening skills for effectively responding to global changes. Unfortunately, I did not notice any representatives from the European Commission, despite the fact that they co-funded the event.

Sivistys – a 150-year-old, eternally relevant principle

Our Finnish hosts gathered us at the Helsinki Conservatory of Music, where the event also celebrated the 150th anniversary of the Finnish Lifelong Learning Foundation (KVS). Their leader, Lauri Tuomi, emphasised their commitment to lifelong learning, which unites people throughout their lives and enables individual development while also fostering care for one another and the environment. In 2024, with the support of their Ministry of Education and Culture, they have further highlighted the concept of Sivistys, which they have fiercely advocated since 1874. This Finnish concept cannot be directly translated – the closest equivalent would be the German term Bildung, and in Slovenian, it could be described as an education in the broadest sense or the process of self-fulfilment.

The Finns prefer to represent Sivistys with two intertwined meanings or purposes:

• It is a general societal aim and value – the path to enlightenment or enlightenment itself.
• It refers to an individual who is civilised and well-mannered, who lives in harmony with other people, wider society and nature, and who is able to contribute to the preservation and development of communities, the environment and humanity.

These aspects, true to the title Transforming Lives, Communities and Society, were the focus of the full-day event on 12 June, which is excellently summarised in the EAEA article.

Learning for the future – as individuals and active members of the community/society

Speakers and participants confirmed the importance of ALE for an inclusive and sustainability-oriented future – not only as a response to changes but also as a catalyst for them. In light of current global events, the pursuit of peace and harmony was also emphasised. These efforts can emerge in small, local communities and, through small steps, lead to significant transformations, with active, democratic citizenship as the driving force behind them. However, this should not be merely a politically charged, distant concept, but rather, as Isabell Kempf mentioned, it should mean: "... creating active spaces where people can meet, socialise and learn together."

In the final panel, speakers raised the challenging question of how to measure and holistically demonstrate the impacts of ALE. Both quantitative and qualitative indicators of empowerment provided by ALE are equally valuable, though the scales tend to tip in favour of the latter. "We have stories, we know how to use convincing words, but we lack methods for accurately measuring and showcasing the effects, which is also important, and not only because funders expect it from us," emphasised Alex Stevenson from the UK's Learning and Work Institute.
The conference concluded with Gina Ebner, EAEA's Secretary General, stating: "We need to create a vision that is progressive and forward-looking but has roots in the everyday lives of learners and educators. To this end, we must collaborate at all levels [. . .] and trigger small snowballs that grow larger as they roll."

Zvonka Pangerc Pahernik, MSc (zvonka.pangerc@acs.si), SIAE

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The title of the Annual Conference of the international network EBSN, held from 26 to 28 June in Valladolid, Spain, was Upskilling and Reskilling for the Twin Transition – Digital and Green Transformation. The conference focused on basic skills and how this area fits into current development breakthroughs across Europe and the world. Key topics included changes in the labour market and the elimination of jobs due to digitalisation and the green economy – the twin transition.

Representatives from 30 European countries, all members of the EBSN, were joined by several participants from other nations, as well as from the UIL. Exciting presentations by experts are freely accessible on the EBSN website.

On the importance of basic skills

At the panel titled Rethinking Basic Skills in the Context of Twin Transition, it became clear that basic skills are understood differently in various contexts. The opinions of the invited speakers – Maurice De Greef, Judith Alamprese and Estera Možina – were not entirely aligned. However, they agreed that without well-developed basic skills, it is impossible to develop other knowledge, skills and competencies to a high quality.

The first day of the conference concluded with presentations on good practices, during which we presented the process and outcomes of the project Financial Literacy for Adults. We highlighted the importance of digital skills and the sustainable aspects of financial literacy.

Let the twin transition be just!

On the second day of the conference, the focus was on projects aimed at developing knowledge and competencies for the twin transition and analysing the need for new jobs. Various approaches were presented, including personalised adult education and the use of new technologies to improve literacy skills.

Participation in the conference was invaluable for us, the representatives of the SIAE. We had the opportunity to showcase our efforts and perspectives on both basic skills and financial literacy to leading European experts. We also learned about new and creative initiatives and approaches to educating both vulnerable adult groups and professionals. Furthermore, we established new connections and began discussions on potential mobility opportunities.

Dr Petra Javrh (petra.javrh@acs.si), SIAE

This broader approach was also reflected in our event programme. The speakers included representatives from the National Institute for Culture, the Metropolitan Ervin Szabó Library, FabLab Budapest, two museums and one of their vocational secondary schools.

From specific to broader missions, from archives to open access

We explored the innovative work of these institutions, which open their doors wide to adults, inviting them into exciting and diverse learning experiences. Most of these are supported by digital tools, making the acquisition of digital skills a prerequisite and often a beneficial side effect of the process. The same applies to the intergenerational and intercultural aspects of such learning.

Without a doubt, the examples presented were inspiring while also prompting us to reflect on what exists in our own countries. Our libraries and museums are also innovative and have long since expanded beyond their once-narrow missions. We, too, have FabLabs (think of the Centre Rog!). Slovenia also takes pride in its three learning cities (Ljubljana, Laško and Ptuj).

Dr Balazs Nemeth, president of the Hungarian network of universities involved in lifelong learning and an EPALE ambassador, passionately spoke about these cities in his introduction. He also mentioned Learning City Festivals, particularly in Pécs, his hometown. The last topic of the meeting was fascinating: the accessibility of info-communications in museums. We learned from an actress about her work in recording audio narrations, accompanied by videos showing sign language interpretations of the same content. They actively involve people with disabilities in their efforts, following the principle: nothing for them without them!

In conclusion

We concluded that, in the coming months, we will organise similar events in our own countries and showcase innovative learning environments in various ways. In Slovenia, as part of the EAAL project, we will create new videos and use some existing ones produced in EAAL forums, such as those made as part of the forums on skills for cultural awareness and expression or green skills.

Perhaps you will be able to read about our next year's achievements in a new edition of the EPALE Online Magazine. The previous issue, published under the leadership of NSS Belgium in 2023, already touched on these themes.

I dare say that innovation (in environments and content) is deeply embedded in adult education. Moreover, wherever innovative learning environments emerge, adults are undoubtedly involved. Journeys through the worlds of knowledge (existing and emerging) can indeed be lifelong!

Zvonka Pangerc Pahernik, MSc (zvonka.pangerc@acs.si), SIAE

In an article about the official conclusion of the EYS I mentioned the first EAAL Forum of the year. The event, named Skills for All, has been successfully held. On 16 April, we gathered again at the House of the EU and listened to the kind words of our host, the Head of the EC Representation in Slovenia.

We then continued the reflection that started on 1 June last year at the Slovenian opening event of the EYS or the 27th Adult Education Colloquium. We gathered the highlights from that event in a video, which provided an excellent foundation for this meeting.

European Year of Skills is officially concluding, but challenges remain

Representatives from both ministries – the Ministry of Labour, Family, Social Affairs and Equal Opportunities and the Ministry of Education – confirmed that both ministries are paying significant attention to measures for developing skills – both for work and life in general. Although addressing the challenge in an intersectoral manner has gained momentum with the EYS initiative, it remains ongoing.

The Director of the SIAE emphasised that we are also addressing skills issues in our institution by developing educational programmes and support activities for this purpose. However, we are aware that we can only achieve significant progress in our work in collaboration with other stakeholders.

The event marked a new cycle of EAAL Forums

Memories of the EAAL Forums 2022-2023, where we discussed the eight skills for life, are still relatively fresh. These were initially addressed individually, then increasingly in a more integrated way, with the growing realisation that a holistic approach and synergies are needed at all levels. This time, we showcased a video with highlights from these forums.

Also important are the EAAL Forums 2021, which addressed the six socio-economic trends and the role of adult learning. The video on BIC Ljubljana, which was produced for the Forum on the Future of Work and Skills at the time and was shown again this time, remains very relevant and represents an exemplary case of Slovenian practice.

In the central part of the Forum, we listened with interest to two expert contributions. The first concerned the importance of measuring adult skills and referred to the PIAAC survey, while the second dealt with forecasting labour market needs and the presentation of the Labour Market Platform. Both aim to help us navigate the broad field of skills and chart paths forward – for individuals and more broadly.

Awareness-raising for lifelong learning is essential

A prerequisite for a culture where learning, knowledge and skills in the broadest sense are values and drivers of development is the appropriate awareness of every individual and community. We have therefore also dedicated the Forum to the launch of a ground-breaking campaign, Awareness-raising for Lifelong Learning, based on experiences gained in nearly three decades of implementing the LLW. The new campaign is being launched at the SIAE with the support of European cohesion funds this year and will be implemented with a vast network of partners until 2028.

Acquiring and continuously upgrading skills is a lifelong process that touches all dimensions of our (co)existence and (should) lead to well-being, but more importantly, to thriving and proactively responding to constant change – in nature and the world we create as humanity. How are we approaching this?

We discussed this in the closing panel titled Skills in Synergy. In the first round, four participants introduced themselves by answering questions about what their particularly strong skill was, why, and how they acquired it. They then presented their missions and areas of work. We talked about the interconnection of skills and how this is reflected in their lives and work. We concluded with the question of which skill they do not yet have but would like to acquire. The lively exchange among these exceptional individuals is definitely worth watching in person!

Recordings of the individual presentations and the entire event (in Slovenian) are available on the EAAL Forum website. The event attracted 155 participants, of whom 73 attended in person at the House of the EU, 63 online (via Zoom) and 30 via livestream. Ninety people subsequently viewed the recordings.

Zvonka Pangerc Pahernik, MSc (zvonka.pangerc@acs.si), SIAE, edited by Ana Peklenik (ana.peklenik@acs.si), both from the SIAE

The first visit awaited us at Zaventem Airport

The airport is located in Flanders, the north-western part of Belgium and the Dutch-speaking area. Brussels Airport has always invested in appropriate and modern education and training for its approximately 30,000 direct and 35,000 indirect employees. Their educational centre, Aviato Academy, has been dealing for many years with the challenges of recruiting and selecting the right people, training them and continuously upgrading their skills in line with rapid technological and other changes. It's not just about technical skills influenced by the digital and green transitions; they also develop soft skills.

There is a shortage of potential new staff, so they strive to identify and retain talent. The Aviato Talent Hub, which they showed us, is still in the making – bare walls, cables you still trip over, etc. But the first displays are already there, promising technology-rich, forward-looking opportunities for acquiring unique experiences, knowledge and skills for future professions in aviation and related industries. I was amazed by the enthusiastic, credible and proud manner in which their director presented something that was just transitioning from dreams to reality.

In the Brussels-Capital Region, we were impressed by urban gardens and dedicated gardeners

We visited the Groot Eiland Training Centre, which operates on the principles of the social economy. The centre offers opportunities for Brussels residents who are far from the labour market (people with disabilities, former prisoners and other vulnerable groups) to develop their talents, creativity and various skills. The experience of leadership from skilled mentors is crucial. Participants are trained in urban farming, processing and selling produce, carpentry and hospitality.

Their employment prospects after completing the training are high. Aunt Nena, as they call the lively manager of no fewer than eight restaurants across Brussels, passionately described the efforts and achievements of the participants. She explained that they do not try to retain them in this safe, understanding environment. Instead, they train and encourage them to establish themselves out into the world. Nevertheless, nearly half of the employees in the restaurants, associated urban gardens and two carpentry workshops come from their ranks – because they are excellent and have a sense of belonging.

We concluded our journey in Wallonia, the southern part of Belgium and the French-speaking area

There, we were introduced to two of the 22 Walloon Competence Centres. These centres have been established in the region as a brand for effective and innovative training for future professions. They are based on public-private partnerships and, in addition to training and providing modern technical facilities, they also focus on raising awareness about occupations and the necessary skills. They operate exclusively based on the needs of the specific area or industry.

The Aptaskil Competence Centre provides training for the chemical, pharmaceutical and biotechnological industries. Its equipment is state-of-the-art, almost exactly like what participants will use in their future workplaces. The mentors, who are also experienced in practice, introduce participants to the real and virtual worlds of each type of work. The training is tailored to the needs of future employers as well as participants, including employees, the unemployed, students and teachers.

"If participants don't come to us, we go to them" is the motto of the EPiCURiS Competence Centre. In three mobile units, which they take to the courtyards of their clients – companies – they provide training for the food industry, including baking, butchery, hospitality and catering. The training sessions are tailored to the needs of employers, particularly small and medium-sized enterprises. Employees, job seekers, other individuals, students and teachers can participate in this training.

Participants from EPiCURiS also delighted our taste buds with excellent food at the final part of our journey. During this time, high representatives from the Walloon government and the European Commission officially received the National coordinators' closing statement on the EYS. Among other things, this statement calls for continued attention, measures and practical efforts to upgrade all types of skills.

Zvonka Pangerc Pahernik, MSc (zvonka.pangerc@acs.si), SIAE

Have you used the opportunity to empower yourself, connect, dance, laugh, cry... with us?

Our Slovenian subscribers, participants of the event, surely smiled and nodded at the above question. In that case, they recalled with great satisfaction our traditional professional gathering, this time held on 17 and 18 October in the autumn-coloured city of Portorož. The two-day event (website in Slovenian) confirmed the initial prediction that it would be remembered for its even greater focus on the importance of ALE and LLL in strengthening the individual and society, mutual interconnectedness and solidarity – two of the four pillars of learning, according to J. Delors et al.

Providing opportunities to acquire skills for life and work

The EYS, running from 9 May this year until 8 May 2024, was celebrated with a wide range of activities at the nference. Already at its opening event, the Adult Education Colloquium, and on the EYS website, we emphasised that in Slovenia, we represent a holistic view of skills. The latter should not only concern employability but are intended for a more prosperous life in general.

In this spirit, four publicly recognised programmes were presented and discussed in working groups, namely to achieve higher literacy in reading, finance, climate and health. The presentation of the regional EPALE media literacy framework, with a focus on the module on manipulation, disinformation and stereotypes adopted by Slovenia, also contributed to the aspect of skills for life.

In parallel, the much anticipated Key Competencies 2023–2029 call was launched by the Ministry of Education to support the acquisition and enhancement of key competencies and general education of adults. Thus, the four above mentioned literacy fields were precisely what the applicants had been looking for.

 In the working groups, we familiarised ourselves with innovations and engaged in lively discussions.

The morning session of group work provided for an engaging, lively interaction. Participants in the first two groups further explored and commented on efforts to achieve literacy, financial, climate and health skills. The third group addressed guidance in adult education. They produced recommendations for its broader development, which will be based on a commitment to intensify the collaboration among three networks: adult education centres, secondary schools, and short-cycle higher vocational education institutions. The moderators presented the detailed developments in the working groups in a joint contribution (in Slovenian).

The plenary contributions addressed a variety of current issues.

The speech by the President of the National Council of the Republic of Slovenia was well received. Of course, he spoke about the needs of the economy, but he also based their fulfilment on cooperation, knowledge and mutual trust.

An expert on AI and its role in ALE has taken away some of our fears and perhaps raised others?! His contribution was futuristic at first sight, but it also confirmed the hunch that AI is something that has been around for a long time and is moving forward at an uncanny speed. 'Will we catch this train, or will it leave us behind?' many people must have wondered.

The presentation of Euroskills impressed us with the commitment of the young competitors and the diversity of their vocational education and training. Perhaps there might even be a representative from adult participants in the next Slovenian Euroskills team?

The contribution from CMEPIUS, the E+ National Agency, is now a permanent feature of our gathering. This time, it was dedicated to presenting research on the impact of participation in E+ projects. We all agree that this kind of international cooperation enables development, strengthens us and often brings recognition in foreign professional environments – sometimes sooner than in our home countries.

Dr Alenka Rebula Tuta reached many of our hidden corners that are not usually touched at professional meetings. As individuals and as a community, we were moved, challenged, and, in a way, caressed.

Once again, we have loosened up the programme and infused it with plenty of culture.

Alongside valuable professional content, there was plenty of time for informal exchanges and socialising. We took two breaks on the first day to get some exercise, as Jasna Vuković, MSc, reminded us again this year how much we love to dance. Why not do it every day?

We got to know The Whisper of a Butterfly, a highly successful film, from behind the scenes. Director Alen Pavšar and the author of the book with the same name, Mateja Zorko Pavšar, shared their experiences and feelings during the making of the film and gave us a glimpse into their life stories which are strongly related to ALE.

The consultation was closed with a musical performance by the renowned Slovenian singer Tinkara Kovač and guitarist Danijel Matičič. Tinkara's melodious voice, exceptional energy and just the right amount of humourous interaction with her accompanist delighted us and provided us with good spirits. It sealed the whole two-day experience and accompanied us on our way home.

If, unfortunately, you were not with us...

We have posted the recordings of both days and the PowerPoint presentations (in Slovenian) on the website. All the contributions (except for the lecture by Dr Alenka Rebula Tuta) and everything that took place between them are worth your attention, as they convey compelling messages. And the photos speak for themselves.

Zvonka Pangerc Pahernik, MSc (zvonka.pangerc@acs.si), edited by Ana Peklenik (ana.peklenik@acs.si), both from the SIAE