Within the Implementation of the European Agenda for Adult Learning (EAAL) 2026–2027, the Slovenian Institute for Adult Education (SIAE) organised a workshop in January at which the results of the European project RALExILA were presented to Slovenian adult education policymakers for the first time. The event highlighted that issues of transparency, quality and accessibility in adult education are no longer viewed solely as developmental challenges, but are increasingly recognised as an important part of systemic decision-making concerning the future of lifelong learning.
The workshop, Individual Learning Accounts (ILA) and Adult Learning and Education Registries: From Research to Systemic Solutions, took place on 21 January in Ljubljana and brought together 18 representatives of the Ministry of Education, the Ministry of Labour, Family, Social Affairs and Equal Opportunities, the Institute of the Republic of Slovenia for Vocational Education and Training, the SIAE and other key institutions. The discussion focused on the potential establishment of an interconnected system of adult education registers and individual learning accounts in Slovenia.
The RALExILA project examined how Adult Learning and Education Registries are organised across ten European countries, how quality assurance is ensured and how individual learning accounts can be integrated into these systems. One of the project’s key findings was that higher participation in adult education does not depend solely on the level of public funding, but above all on the transparency, accessibility and usability of the system. Where information on programmes, providers and quality assurance is fragmented, adults find it more difficult to navigate the system, while policymakers face greater challenges in monitoring its effectiveness.
Participants were also introduced to a model and prototype register for adult education. It demonstrated how complex systemic discussions can be translated into concrete, user-oriented solutions. Both the presentations and the discussion highlighted that individual learning accounts are not merely a financial mechanism. They can function effectively only when supported by a reliable programme register, clear quality standards and straightforward access to information. Without such infrastructure, they remain primarily an administrative tool rather than a mechanism for increasing adult participation in learning.
Among the key themes highlighted during the discussion were quality assurance in digital environments, the risks associated with fragmented data, the need for interoperability between existing registers and the challenge of balancing national system governance with sufficient flexibility at provider level. Particular emphasis was also placed on inclusion: digital solutions must be designed in ways that reduce rather than deepen inequalities, enabling adults with diverse experiences and varying levels of digital competence to access information and learning opportunities more easily.
The workshop confirmed that Slovenia already has important foundations for considering such a system, including a well-developed network of providers, experience in financing adult education and institutions that understand both the pedagogical and governance dimensions of the field. At the same time, it clearly demonstrated that future progress will depend on shared agreements regarding funding, the legislative framework, responsibilities and the integration of existing solutions. The event therefore represented an important step from European insights towards a broader Slovenian discussion on how to build a more transparent, interconnected and inclusive adult education system.
Jasmina Poličnik (jasmina.policnik@acs.si), SIAE