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

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

New edition of the Study on National Lifelong Learning Platforms

On 20 February, the Permanent Representation of the Republic of Slovenia to the EU, together with the Lifelong Learning Platform (LLLP) – European Civil Society in Education, hosted an engaging event. It was dedicated to the official publication of the third edition of the Feasibility Study on National Lifelong Learning Platforms 2025.

LLLP staff prepare this study every seven years, with previous editions published in 2011 and 2018. The study is based on a survey completed by representatives of civil society in education, supplemented by insights gained from the analysis of key documents and initiatives at both the European and national levels. The importance of national LL platforms is tested each time through case studies in five countries. This time, Slovenia was also included in the study, alongside Finland, Hungary, Poland and Spain.

LLLP is an umbrella organisation representing over forty European networks and associations. It covers all levels of learning and education, from early childhood to later-life learning, as well as all forms, including formal, non-formal and informal education. One of its members is EAEA, which acts as the voice of non-formal learning and education in Europe. Our insttute, the SIAE is also a member of EAEA.

Representatives of nine other Permanent Representations to the EU attended the February event in Brussels, along with various stakeholders, including the author of this article, who acted on behalf of the Ministry of Education.

What is or could the LL platform be?

Through the preparation of this study, which is just a tiny part of its extensive and strongly advocacy-oriented activities at the European level, LLLP advocates for the establishment of national or regional LL platforms. It defines such platforms as one of the possible means of promoting and implementing a comprehensive vision of lifelong learning. A platform operating (or already in operation) as an institution or an association of interested stakeholders would also foster cross-sectoral collaboration and cooperation among various stakeholders in education and its broader environment. Among other benefits, it would enhance the influence of civil society on decision-making processes. However, it should not be limited solely to adult education, which is often the prevailing perception when discussing LL.

The researchers conducting the study also asked more than 150 survey respondents from the mentioned countries about their knowledge of European policies. Most reported being familiar with the Erasmus+ programme and its national agencies (in Slovenia’s case, CMEPIUS). However, awareness of other initiatives (such as the European Education Area, Skills and Qualifications, EAAL and others) appears to be somewhat limited.

The study provides valuable insights into the understanding of the principle of lifelong learning, the importance of harmonised terminology and the challenges in establishing the proposed platforms. Such platforms require not only resources – funding, personnel and time – but also a well-thought-out and, subsequently, well-executed approach to networking and cooperation. This should ultimately yield long-term and beneficial effects, including at the policy level.

I encourage readers to explore the study and the key messages prepared thereafter. I am pleased to note that several of the comments raised were taken into account in the second document.

Three opportunities to represent our approaches and views

I thoroughly examined the study and several documents related to current developments at the European level and contributed expert suggestions for their improvement. One key recommendation was to include basic concepts in the introductory chapter, such as the definition of a platform, which currently appears only towards the end of the study. The study’s credibility and representativeness should also be enhanced, particularly by ensuring a more systematic approach to selecting respondents. This could be achieved by involving national stakeholders in each country, such as the SIAE or associations of ALE providers in the case of Slovenia. Additionally, the respondents should be analysed, and their profiles should be incorporated into the study. In Slovenia’s case, there were just over 30 respondents, with more than a third coming from third age universities. While commendable, this does not ensure representativeness.

I also took part in a working group focused on the understanding of LL and other European initiatives. I presented the example of Slovenia’s Adult Education Master Plan, which represents a top-down approach to implementing LL. At the same time, I highlighted a bottom-up approach through the 30-year tradition of organising the nationwide LLW campaign. This process has been instrumental in introducing the concept and values of LL into Slovenian society since 1996.

Meanwhile, the long-awaited Union of Skills Communication was published on 5 March. Among other announcements, it states: “This initiative will empower people across Europe, from school-age children to retirees, with the skills needed for a successful life.”

A key novelty is the introduction of a new steering mechanism, which will be based on the findings of the European Skills Intelligence Observatory. Additionally, a new European Skills High-Level Board will be established. This board will bring together education and training providers, business leaders and social partners to provide EU policymakers with a comprehensive perspective on skills.

It is our professional responsibility to monitor the implementation of this well-articulated Communication closely and to highlight any potential shortcomings, which are almost inevitable.

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

At the end of November last year, the EP approved the new EC, once again led by Ursula von der Leyen. It is expected that specific policies will continue (e.g. the implementation of the European Pillar of Social Rights, which prioritises education, training and lifelong learning) alongside the introduction of new ones. The directions for these were already evident following the European elections in June 2024 and earlier.

In June, the European Council, in its Strategic Agenda 2024–2029, laid the foundations for shaping the political programme of the new EC. In light of current challenges, EU leaders identified three priority areas:

• A free and democratic Europe;
• A strong and secure Europe;
• A prosperous and competitive Europe.

Building on this agenda and discussions with EP political groups, President von der Leyen has set seven priorities for the Commission's new mandate:

1. A new plan for Europe's sustainable prosperity and competitiveness;
2. A new era for European defence and security;
3. Supporting people, strengthening our societies and our social model;
4. Sustaining our quality of life;
5. Protecting our democracy, upholding our values;
6. A global Europe;
7. Delivering together and preparing our Union for the future.

It is worth recalling that in October 2022, von der Leyen launched the European Year of Skills (May 2023–May 2024). She began her new mandate with a pledge to establish a Union of Skills.

In her address, she highlighted adult education and training, as well as lifelong learning, primarily in connection with the labour market and the shortage of specific skills. She emphasised support for small and medium-sized enterprises. She announced increased investments in acquiring and retaining knowledge and skills, recognising various forms of training and the skills achieved through them and further enhancing labour mobility in Europe. She attributed the most significant importance to digital skills.

In line with this vision, von der Leyen prepared letters for the commissioners, executive vice-presidents and high representatives of the College of Commissioners, outlining their missions. Among the members of the College is Romanian Roxana Mînzatu, who is responsible for social rights and skills, quality jobs and preparedness.

The new European guidelines, tasks and measures will undoubtedly impact adult education. How? Gina Ebner and Raffaela Kirher of the EAEA presented the association's perspectives during an online meeting of EAEA members in early December, highlighting the two reports below.

Enrico Letta's report
At the request of the EC, former Italian Prime Minister and current President of the Jacques Delors Institute, Enrico Letta, prepared a report on the future of the single market titled Much More than a Market. Speed. Security. Solidarity. Empowering the Single Market to deliver a sustainable future and prosperity for all EU Citizens. Published on 17 April 2024, it played a significant role in shaping the political direction of the new EC mandate.

In the report, Letta affirms that the single market remains the cornerstone of European integration and values. However, he argues that the pressing socio-economic challenges demand a new strategic vision. He emphasises the need for a more unified approach in areas such as finance, energy and electronic communications. To achieve a sustainable future and prosperity for all EU citizens, Letta proposes introducing a fifth freedom in addition to the EU's existing four freedoms (the free movement of people, goods, services and capital): the free movement of knowledge. This fifth freedom is based on the understanding that data, knowledge and skills are the key resources for Europe's future competitiveness and progress.

Letta emphasises the importance of research, innovation and education and advocates for the establishment of a centralised digital knowledge platform called the European Knowledge Commons. This proposal aims to harness the "collective intelligence" across Europe. Letta is also a strong proponent of incorporating the social dimension – fairness and cohesion – insisting that the new strategy must benefit all EU citizens. He assigns a critical role to digital skills, arguing that they are essential for enabling everyone a knowledge-based participation in society and the economy.

Building on Letta's report, von der Leyen identified five key action areas to enhance Europe's competitiveness: unlocking more capital for European businesses, ensuring energy independence and cheaper energy, unlocking the full potential of trade, addressing the skills shortage and nurturing digital innovation.

While the Much More than a Market report has a strong social focus, it can be concluded that it is not a holistic document – a limitation that also applies to the measures derived from it.

Mario Draghi's report
Former President of the European Central Bank and former Italian Prime Minister Mario Draghi presented a report on the future of European competitiveness (The Future of European Competitiveness – A Competitiveness Strategy for Europe) to the European Parliament last September. The report and related texts are available here.

The report highlights the urgent need for Europe to address its knowledge and skills deficit, with digital skills identified as particularly critical. This issue is already being addressed through Europe's Digital Decade initiative, which aims for 80% of the working-age population to acquire at least basic digital skills by 2030.

Draghi also underscores the importance of basic skills for productivity and effective participation in the labour market. He attributes the undersupply of skills to five key factors: the gradual decline of educational systems, a shrinking working-age population, low labour mobility, poor working conditions and the limited reach of adult education.

He calls on the education and training system at all levels to provide citizens with quality knowledge and skills in an inclusive manner.

He argues that AE has become critically important, as knowledge and skills must be continuously and rapidly upgraded in times of rapid technological change. This is essential for individuals, businesses and European society as a whole. However, AE remains undervalued and insufficiently integrated into the education and training system. As a result, adult participation is still (too) low in many countries and across the EU, and efforts are often disconnected from labour market policies.

Draghi is particularly critical of the way skills development is funded, not just its scale. He identifies several issues: inefficient coordination of funding (via the ESF+ programme), the EC's limited influence on the relevance and quality of funded projects, insufficient involvement of member states in initiatives like the Pact for Skills, and difficulties in reaching key target groups most in need of education and training, such as employees in small and medium-sized enterprises.

He advocates for significantly greater efficiency in the governance, implementation and evaluation of policy initiatives for knowledge and skills development. Achieving this would require moving beyond current approaches, primarily soft and limited coordination, and ensuring more active involvement of social partners and businesses. Draghi calls for a rethinking of skills development policy, treating it as a strategic investment in creating a so-called Union of Skills focused on high-quality skills, regardless of where or how they were acquired.

Draghi's critical and thought-provoking messages are highly relevant to our field of work. However, they would carry even greater significance if they were not limited primarily to the working-age population.

EP intergroups are forums for nonformal exchanges of views on specific topics among different political groups. Each group is composed of representatives from at least three political groups and is also intended to facilitate contact with member states and civil society.

The Intergroup on the Future of Education will support the EP's efforts in lifelong learning and the development of individuals' skills. Its mission, as stated, is to contribute to building a more inclusive, innovative, resilient, competitive and forward-looking Europe, prepared to lead in a rapidly changing world. The intergroup aims to address pressing challenges comprehensively, including teacher and educator shortages, upskilling and reskilling for the digital and green transitions, declining basic skills, skill shortages in specific sectors and other related issues.

We will undoubtedly report further on their work and achievements in our E-newsletter.

Let us briefly summarise the impact of current European policies on ALE in Europe and Slovenia:

• At the political level, the importance of adult education and training is now widely recognised, but the focus remains on acquiring knowledge and skills for the labour market.
• Formal adult education alone is insufficient; a culture of lifelong learning is essential. This requires rethinking the functioning of all levels of the education system (life-long) and adopting a cross-sectoral approach across all policies (life-wide).
• The primary target group of new European policies continues to be the working population, while older adults and vulnerable groups are largely overlooked.
• Anticipating future knowledge and skills needs is crucial for understanding which skills should and will be required and why.
• Employers must be significantly more aware of and engaged in designing and delivering education and training programmes.
• Conversely, the education system must adapt to deliver high-quality knowledge and skills aligned with current needs (particularly those of the labour market) and enhance its flexibility to respond to changing circumstances.
• Digital and green skills, as well as basic skills, are recognised as priorities. However, transversal skills are rarely mentioned in key documents.
• A reduction in funding for ESF+ and Erasmus+ programmes after 2027 has been announced. At the same time, there is a call for improved governance and evaluation of investments at European, national and local levels.

We can either remain passive recipients of these anticipated changes (which will inevitably affect us, for instance, through E+ and ESF+ projects) or take a proactive stance and become the drivers of new developments. The choice is ours, and we must rise to meet these challenges.

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