In the 1990s, the number of institutions providing formal adult education significantly decreased, with only a small number of schools for basic adult education left. According to national data, 81,098 adults acquired qualifications through the adult education system between 2019 and 2024. During the same period, 738 institutions registered to implement adult education programmes. In the past decade, the status of adult education has started to change, especially in terms of the legislative framework and the number of providers of both formal and non-formal adult education. According to the data collected by the Statistical Office of the Republic of Serbia (Adult Education Survey, 2022), 19.9% of adults participated in adult education in 2022, almost the same as in the previous survey cycle in 2016 when participation was 19.8%. Data show that adults more often participate in non-formal education and training (17.4%), while only 3.7% participate in formal education. When analysed by education level and employment status, the data show that women and men who are employed and have completed upper-secondary education most often participate in adult education programmes. Institutions providing adult education are still dominant in cities, while rural areas lack such programmes.  

According to the Continuing Vocational Training Survey (CVTS) carried out in the Republic of Serbia in 2021 for the first time, almost half of the enterprises in Serbia (49.2%) provide some form of continuing vocational training programmes for their employees, while 40.8% of enterprises participate in CVTS courses. Data published by the Statistical Office of the Republic of Serbia show that women are more represented than men (40% and 35%, respectively).  

On the strategic level, adult education has been incorporated in a broader education strategy – The Strategy for the Development of Education in Serbia by 2020. 

In terms of legislation, adult education is regulated by the Law on Education System Foundations and Law on Adult Education. The Law on Adult Education considers adult education within the lifelong learning context, introducing the possibility of lifelong acquisition of qualifications.  

Another important document is the Bylaw on Detailed Conditions in Terms of the Programme, Staff, Premises, Equipment and Teaching Materials for Acquiring the Status of Publicly Accredited Adult Education Providers. The Bylaw specifies that basic schools, secondary schools and any other institutions offering adult education programmes can acquire the status of publicly accredited adult education providers. This applies not only to formal education or retraining programmes, but also to those which entail competence improvement, personal and professional development, improvement of everyday life and career guidance and counselling. According to the Law on National Qualifications Framework, such institutions are accredited by the Qualification Agency.  

The Law on the National Qualifications Framework is also important for establishing a list of qualifications in the Republic of Serbia, facilitating the recognition of prior learning and linking labour market and education policies. The List of Qualifications describes qualifications that can be acquired through formal, non-formal or informal learning and contains more than 4,000 qualifications for all education levels. This is one of the basic instruments for monitoring the harmonisation of the labour market and education system. The process of referencing the National Qualifications Framework to the European Qualifications Framework was completed in 2021, ensuring recognition and comparability of qualifications acquired in Serbia with those from other countries.  

The process of recognition of prior learning (RPL) is regulated by the Law on the Education System Foundations. In accordance with the Bylaw on Standards and Implementation of the Recognition of Prior Learning Process, schools which are publicly accredited providers of adult education are in charge of implementing the RPL process. This includes the recognition of full qualifications or learning outcomes and competencies defined in the qualification standards, at least at the level of one occupation. The Bylaw defines relevant aspects of the RPL process, including: provision of information to candidates, counselling, guidance and support in self-assessment, assessment methods and approaches for institutions, certificate issuance, quality assurance of the RPL process etc. The piloting of the RPL process started in 2021. Today, RPL enables adults who have acquired knowledge and skills outside the formal education system – through informal or non-formal learning – to obtain a qualification. According to the Adult Education Annual Plan 2025, 484 accredited programmes are expected to be implemented to improve personal and professional competences, foster socially responsible behavior, and provide career guidance services and RPL.  

The Bylaw on Standards in Career Guidance and Counselling Services is another relevant cross-sectoral document which offers guidelines for planning and coordinating career guidance activities at all educational levels, including adult education. The document defines four areas of standards: standards in career management skills, competence standards for career guidance practitioners, organisational standards and programme standards.  

As regards achievement standards, the Bylaw on General Achievement Standards for Adult Learners in Primary Education defines general competences of adults in areas such as the Serbian language, English, mathematics, digital literacy, basic life skills etc.