At the end of January, the Ministry of Cohesion and Regional Development hosted a meeting with representatives of the European Commission in Ljubljana. Skills development and the future direction of European funding were at the centre of the discussion. The main guest was Andriana Sukova, Deputy Director-General of the Directorate-General for Employment, Social Affairs and Inclusion. The discussion focused on preparing the Skills Action Plan and exploring how European funds could be used more effectively to support human capital development.

The event was designed as a dialogue between national institutions, social partners and the European Commission. Following a meeting between senior representatives of the European Commission and the Minister of Education, Vinko Logaj, a morning working session was held with representatives of the relevant ministries. I attended as a representative of the Slovenian Institute for Adult Education.

The meeting was intended as an exchange of views on skills development and the more effective use of European funds. The discussion focused on aligning policies and ensuring that the system responds more effectively to the needs of the labour market and society. In this context, Andriana Sukova highlighted the need to motivate adults to engage in lifelong learning and encourage employers to support training, noting that ‘skills are a key driver of Europe’s competitiveness’. For this reason, shortly after the opening remarks by the State Secretaries of the Ministry of Cohesion and Regional Development and the Ministry of Education, I was invited to speak. I presented the findings of a national survey on awareness of lifelong learning through the lens of population segmentation among people aged 15–75 (the presentation is available in Slovenian). The survey was conducted for us by the agency Arhea as part of the Awareness-Raising for Lifelong Learning project. One of the most striking findings was the large gap between the proportion of the population that fully recognises the importance of lifelong learning (67%) and the proportion of those who know which knowledge and skills they still need to acquire (20%). The segmentation approach itself was also commended, as it will serve as the basis for designing the most effective strategies to strengthen awareness among specific adult target groups.

The results of the survey were reflected in Andriana Sukova’s closing remarks and continued to be referenced after the working session had concluded. They were also cited during the afternoon panel discussion, to which representatives of the Chamber of Commerce and Industry, the Employment Service of Slovenia, the Institute of Macroeconomic Analysis and Development, trade unions and the SIAE were invited. The discussion addressed the current state of skills development in the European Union and in Slovenia, opportunities to improve adult education with a particular focus on reskilling and upskilling, the role of employers and employees, as well as the challenges and opportunities arising from strategic policy documents. Particular attention was devoted to the European Pillar of Social Rights and to the proposal for the Multiannual Financial Framework for the period 2028–2034.

During the panel discussion, I primarily responded to questions related to the evaluation of current practice and the quality of investments, their strengths and development needs, as well as the need for a stronger role for employers and trade unions and better policy coordination.

In this context, the preparation of a Skills Action Plan as an additional strategic document also came to the fore.

I also highlighted data from the most recent Labour Force Survey (LFS, four-week reference period), indicating that Slovenia exceeds the EU average in adult participation in lifelong learning, particularly in non-formal education. This demonstrates that the system functions and that mechanisms enabling access to learning are already in place. The key question for the coming period is therefore how to ensure greater policy coherence, more effective monitoring of results and long-term stability of implementation, which is closely linked to stable funding. During transitions between successive cohesion programming periods, the field is exposed to increased risk, as fewer resources are available for the development and delivery of formal and non-formal programmes as well as for the full range of support activities for adult education.

The discussion confirmed that skills development is a shared responsibility of the state, employers, trade unions and educational institutions. Social partners emphasised the importance of aligning programmes with the needs of the economy. In this context, I underlined that basic skills – reading literacy, numeracy and adaptive problem solving – must form the basis for the development and effective use of all other skills, including digital and occupation-specific skills. Their acquisition requires, among other things, stronger involvement of employers’ organisations and trade unions in upskilling and training programmes, alongside a renewed emphasis on social dialogue concerning access and inclusion.

The meeting with the European Commission provided an opportunity for open professional dialogue and for a clear presentation of the Slovenian adult education system as a stable and forward-looking field. The exchange reflected a shared commitment to strengthening skills as a fundamental driver of social and economic resilience.

For the SIAE, it remains essential that all future initiatives are embedded within the existing national strategic framework. The emphasis should be placed on effective implementation, systematic monitoring of outcomes and the long-term stability and quality of the adult education system.

Dr Nataša Potočnik (natasa.potocnik@acs.si), SIAE

Since its inception in November 2012, the EAAL project has evolved through several phases, with its core focus redefined every few years. In its initial phase (2013–2015), the emphasis lay in developing the concept and launching the Learning Parade – Day of learning communities. By 2016, this initiative had secured funding from the state budget and became an integral part of the LLW.

Concurrently (in 2015, 2016 and 2017), we were developing EAAL professional events at the local level, initially adapting them to the specific needs of each community. Over time, the content of these events became more aligned, and the focus gradually shifted towards promoting the development of adults’ basic skills and key competences. During the EAAL consultative events (in 2018 and 2019), we turned our attention to pressing professional issues of the time, including the development of the new Adult Education Master Plan.

This phase was followed by the EAAL forums. In 2021, these were aligned with six pressing socio-economic challenges, while during 2022–2023, the focus shifted to eight categories of life skills. A dedicated thematic subpage (in Slovenian) was created on the Where to Get Knowledge platform to support these themes and present educational offer for each type of skills.

These core areas were further reinforced by a range of ongoing EAAL activities, including the e-bulletin, video publications, the Upskilling Pathways (UP) e-portal and various dissemination efforts (through the SIAE bulletin e-Novičke, EPALE, the SIAE website and its social media channels). We also participated in numerous international events and organised several study visits.

The story of the first decade of EAAL implementation is captured in a video released in 2021, the year in which a new EAAL cycle was launched under the Slovenian Presidency of the Council of the EU. The project’s rich array of activities and accomplishments is documented on the EAAL website, which we update in both Slovenian and English. Recordings of the events referred to are also available there.

During the 2024–2025 period, two themes emerged as central: skills and innovative learning environments

The European Year of Skills (EYS), initiated by the European Commission, ran from 9 May 2023 to 8 May 2024. The SIAE assumed the role of National Coordinator for the EYS and launched a dedicated website to support this initiative. In this capacity, we acted as both a connector and facilitator at national and European levels. These responsibilities were largely carried out within the framework of the EAAL project and were also reflected in LLW 2023, where the Slovenian opening of the EYS was held during the 27th Adult Education Colloquium.

We organised two forums dedicated solely to the topic of skills, advocating a holistic and inclusive approach. During the Belgian Presidency of the Council of the EU, we also contributed to the development of the joint statement on the EYS (Beyond the European Year of Skills: Maintaining the Momentum).

The First EAAL Forum of the 2024–2025 period, titled Skills for All, marked the closing phase of the European Year of Skills. Held on 16 April 2024 at the House of the EU in Ljubljana and streamed online, the event featured expert contributions on a range of topics, including the PIAAC survey, labour-market needs forecasting and the presentation of the Labour Market Platform. The impactful Awareness-Raising for Lifelong Learning campaign was also showcased. In the closing panel, Skills in Synergy (in Slovenian), four participants reflected on the skill they considered their strongest, exploring both why and how they had developed it. Their reflections underscored the interdependence of skills and how this interplay is manifested in both their personal and professional lives. An article on the event was published under the title The First EAAL Forum 2024 Impressed All.

The Second EAAL Forum 2024–2025 took place on 26 February 2025 at the SIAE and online. Under the title Skills for the Future – Dialogues for Synergy, leading experts examined the relationship among technical skills, soft skills and adaptability, all shaped by the rapid transformation of the labour market and ongoing technological advancement. The forum also considered how to preserve and reinforce the human core while acting in a sustainable way. Through expert dialogue, the EAAL forum highlighted the value of lifelong learning and the synergies across various fields. Its conclusion pointed to intuition as one of the key skills for the future. A related article was published under the same title: Skills for the Future – Dialogues for Synergy.

The Third EAAL Forum 2024–2025 was held on 19 June 2025 at the Centre Rog in Ljubljana and unfolded on two levels. It was originally intended to present the final European report on the EYS. However, due to a significant delay, the document – Report on the implementation, results and overall assessment of the European Year of Skills – was not published until October. As a result, the forum agenda was adjusted. Instead of the planned presentation, a representative of the European Commission delivered a lecture on the Union of Skills initiative, the successor to the EYS, and reflected on the Commission’s broad set of new measures.

Innovative learning environments took centre stage at the Third EAAL Forum

In the company of nine international guests from seven European countries – Belgium, Czechia, Estonia, Greece, Latvia, Germany and Slovakia – we explored a range of inspiring examples of innovative learning environments from adult education practice, both in Slovenia and abroad. Our guiding premise was that such environments foster active and collaborative learning, tailored to the needs and interests of the individual.

The keynote speaker, Dr Pieter Sprangers – a renowned educational futurist and learning designer from Belgium – opened the forum by highlighting enthusiasm as the catalyst for learning. He advocated strongly for the value of innovative learning environments and practices, including the concept of nomadic learning. More about the forum can be found in the article EAAL Forum on Innovative Learning Environments Highlights a Pressing Theme.

To support this central focus of the 2024–2025 EAAL project, we developed a dedicated subpage titled Innovative Learning Environments. It features twelve interviews with the designers, facilitators and participants of such environments. The videos present ideas that inspire, occasionally surprise, and above all invite reflection on what becomes possible when learning takes a different path. Many additional examples of innovative learning environments, recorded and presented at EAAL forums between 2021 and 2024, are also available

Mutual learning about alternative learning environments bore fruit

At the European level, national coordinators from fourteen countries – Belgium (Flanders), Cyprus, Czechia, Estonia, Germany, Hungary, Ireland, Iceland, Latvia, the Netherlands, Slovakia, Slovenia, Sweden and Turkey – engaged in a Peer Learning Activity, a two-year process within the EAAL project designed to foster mutual learning. Over the course of this initiative, we held eight online meetings and three in-person gatherings. In addition to the Slovenian one, we explored examples of innovative learning environments during study visits to Hungary in September 2024 and to Slovakia in October 2025.

The outcomes of this collaboration culminated in an online publication titled Innovative Learning Environments, edited with great enthusiasm by the Flemish EAAL coordinator Karine Nicolay, who also shared her reflections on the process in a blog post on EPALE.

Alongside a collection of innovative approaches from all participating countries, the publication also presents measures adopted at the European level. It includes a summary of the expert contribution delivered by Dr Pieter Sprangers at the Third EAAL Forum. The publication stands as a clear example of dedicated international cooperation, driven by a shared and meaningful purpose.

A final report on EAAL 2024–2025 is currently in preparation, bringing together all the insights and outcomes outlined above. At the same time, preparations for the eighth phase of EAAL implementation have already started, which, during the 2026–2027 period, will once again introduce a wealth of inspiring and impactful initiatives to the adult education community.

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

This importance was already recognised by the founders and early visionaries of the Slovenian Institute for Adult Education (SIAE), who identified the development and maintenance of an information system for adult education as one of the key responsibilities in the Decree on the Establishment of the SIAE (Official Gazette RS, No. 18/91). Over the decades, we have developed and continuously refined this system to the best of our abilities and within the limits of available resources. Its various iterations have kept pace with technological developments – evolving from folders and printed volumes to disks and, eventually, to an online portal.

The Overview of Adult Education platform, known as the Where to Get Knowledge platform, is designed both to inform users about concrete learning opportunities and to raise awareness of the value of learning. It also supports guidance and research activities within the field of adult learning and education (ALE), attracts media interest and serves decision-makers. For the latter, an annual analysis of adult learning provision (in Slovenian) is available, identifying regions with adequate provision and those where opportunities remain limited. It also outlines key content areas and draws attention to emerging challenges.

In recent years, the platform has featured around 370 providers of formal and non-formal adult learning and education. Together, they offer approximately 4,000 educational programmes and other learning opportunities. Simple and advanced search functions enable the wider public to access essential information about both. In addition, the platform offers a wealth of relevant content, including links to related or complementary platforms. Beneath its relatively engaging and content-rich interface lie extensive relational databases that could, in many ways, be regarded as registers.

The quality of the ALE system remains a constant challenge

The quality of any information system (IS), including the Where to Get Knowledge platform, depends on a range of factors, chief among them the reliability and timeliness of the data. In this regard, we depend greatly on the cooperation of providers, who are responsible for entering and updating their data on an annual basis. The SIAE supports this process both technologically and substantively, by promoting the system, coordinating its use and applying the collected data for various purposes. Over the past year, these data have gained renewed importance and a broader context through the Lahko.si platform, developed within the Awareness-Raising for Lifelong Learning project.

Completeness of information is equally vital, yet it remains one of the most vulnerable aspects of this IS. From a systemic perspective, the platform mirrors the broader fragmentation within ALE – particularly in its non-formal and informal dimensions. In practice, the actual number of providers far exceeds the 370 currently represented. Many remain unknown to us, and they themselves are also unaware of this opportunity for free self-promotion. Some may not even recognise that their activities qualify as adult learning and education, especially if these are not directly associated with the education sector.

Gaps in the data are also evident at the level of individual programmes. Details such as dates, fees or other practical information that learners need to make informed decisions about their participation are often missing.

Is it, therefore, enough to consult Google or turn to AI?

For many reasons that extend beyond the scope of this contribution, the answer to this question must, of course, be no. We take pride in the Where to Get Knowledge platform and recognise that Slovenia is among the few countries that collect ALE data at a national level.

In recent years, an additional reason for continued investment in the platform – and its wider use – has emerged. A reliable, or indeed more robust, IS built on interconnected registers could provide essential support for the implementation of current policy measures, such as individual learning accounts, micro-credentials and potentially others. Achieving this would require the integration of several existing information systems and the development of new registers. Just as crucially, it would necessitate the creation of an interface capable of guiding users – potential learners – in a reliable and multi-layered way as they navigate learning and career decisions.

This challenge was taken up through the RALExILA project

Some years ago, the European Association for the Education of Adults (EAEA) invited us to participate in a project focused on reviewing AE providers and programmes, and on improving the quality of the underlying data. We declined the invitation due to limited human resources. We were also conscious of the shortcomings already outlined – issues that cannot be fully addressed with the financial resources currently available to us.

In the meantime, the project, titled RALExILA, was launched in 2023 and is expected to conclude in March 2026. As described on the project website, its aim is to develop and implement a model for an integrated information system of national registers on ALE, designed to support the introduction of Individual Learning Accounts (ILA).

The project methodology is rooted in the principles of interoperability, accessibility and inclusiveness. The RALExILA model comprises both a so-called soft framework – which includes mechanisms for quality assurance and governance of the ALE system – and a hard framework, which consists of an information model and implementation guidelines. The information model is developed through a collaborative design process, with a strong focus on accessibility and user experience. It also tackles common challenges such as integrating quality assurance criteria, ensuring sustainability and offering innovative, effective user guidance.

In addition to the EAEA, the project partners include the Knowledge Innovation Centre (KIC), Malta; Algebra University College (AUC), Croatia; the Association of Adult Education Institutions in the Slovak Republic (AIVD SR), Slovakia; and the Centre for the Advancement of Research and Development in Educational Technology (CARDET), Cyprus. Other organisations are also involved, including the Lifelong Learning Platform.

We became involved in RALExILA indirectly

We were pleased that the project partners recognised Slovenia as a country with valuable experience and a functioning – though not without its limitations – national platform and register. As a result, we were invited to contribute on several occasions.

Our involvement included participation in desk research, which, in addition to the partner countries – Cyprus, Croatia, Malta and Slovakia – also covered six others: Finland, France, Ireland, the Netherlands, Portugal and Slovenia. Each of these countries, of course, has a distinct ALE system, shaped by its own socio-political, economic and cultural context. The aim of this phase of the project was to examine the state, structure and effectiveness of ALE systems, as well as individual learning accounts, in each country. This involved analysing governance frameworks, quality assurance mechanisms and data models, with the goal of identifying gaps and opportunities for improvement. The outcome is a comprehensive report titled Report on Framework, Content and Needs Analysis for the Implementation of National Registries for ALE in Europe.

We shared our professional perspectives at two international webinars: Connecting the Dots: ALE Registries and Individual Learning Accounts, organised by the EAEA on 16 September 2025, and Quality, Interoperability & Inclusion in Adult Learning: Rethinking Provider Assurance in Digital Ecosystems, hosted by the EDEH platform on 18 December 2025.

In addition, we were honoured to be invited to co-chair the closing panel of the final conference, One Europe, Many Learners: toward an integrated ALE ecosystem in Europe, held on 3 December 2025 in Brussels. The event gathered more than 80 experts in ALE, information systems and quality assurance in education. Participants included representatives of the European Commission, the OECD, CEDEFOP, the Lifelong Learning Platform, national and regional public authorities, European education and quality networks, as well as members of the academic community.

Vsebina celodnevnega dogodka je poglobljeno predstavljena v članku Viole Pinzi iz EAEA.

The full-day event is explored in greater depth in an article by Viola Pinzi of the EAEA.

Our involvement in the RALExILA project will continue in the coming year, with pilot testing of the RALExILA model taking place within the framework of the EAAL 2026–2027 project.

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

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