Adult education is organised as follows: 

• formal education, 

• non-formal education and 

• informal learning. 

Adult education and the attainment of qualifications are governed by the Law on Adult Education, the Law on the Education System Foundations and the Law on the National Qualifications Framework.  

The Law on Adult Education defines non-formal education as "organised learning processes for adults based on specialised programmes aimed at acquiring knowledge, values, attitudes, abilities and skills that facilitate personal development of adults, enhance their labour, employment and social engagement" and informal learning as "the process of independent acquisition of knowledge, values, attitudes and skills that occurs in everyday life, the workplace and social environments". 

The process of Recognition of Prior Learning (RPL) is defined by the Law on the Education System Foundations. The law stipulates that qualifications can be acquired through formal or non-formal education or  through the recognition of prior learning. 

The Law on the National Qualifications Framework is the most relevant legislation which aligns the qualification standards in Serbia with the European standards (EQF). This law establishes a structured system for validating non-formal education and informal learning, allowing adults to gain formal recognition of skills acquired through work or informal learning. This law integrates Serbia into the broader European lifelong learning system, promoting employability and mobility while addressing discrepancies between skills and labour market demands.  

The key bodies involved in the validation of non-formal education and informal learning currently are the Ministry of Education, the Qualifications Agency, the Institute for Improvement of Education and basic and secondary schools with the status of Publicly Recognised Activity Organisers.  

The Ministry of Education adopted several relevant bylaws on non-formal education in 2015. Non-formal education is provided through the system of Publicly Recognised Activity Organisers (PRAOs), which are organisations that offer adult education programmes. Basic and secondary schools and other organisations that meet the requirements prescribed by the Ministry of Education can become PRAOs. Following the completion of an adult education programme, individuals can receive one of three types of certificates: a full completion certificate, a partial completion certificate or a programme certificate.  

The full completion certificate is awarded for achieving the standards of professional competences and qualifications. The completion certificate is awarded for partially meeting the standards of professional competence. Upon the completion of programmes that do not lead to qualifications or professional competences, a PRAO issues a programme certificate. The list of PRAOs is available on the official website of the Ministry of Education. 

The Institute for the Improvement of Education assesses programmes aimed at achieving the standards of professional competences and qualifications. The Vocational Education and Training Centre within the Institute for the Improvement of Education has developed qualifications standards in the following areas:

• Geodesy and construction 

• Geology, mining and metallurgy 

• Economics, law and administration 

• Electrical engineering 

• Health and social care 

• Mechanical engineering and metalworking 

• Agriculture, production and food processing 

• Traffic 

• Textile and leatherwork 

• Trade, catering and tourism 

• Chemistry, non-metals and graphic arts 

• Forestry and wood processing 

Non-formal education is part of the National Qualifications Framework at the following levels: 

• 2^nd level – completed basic education and vocational training for up to one year, education for work lasting up to two years or non-formal education for adults providing 120 to 360 hours of training; 

• 3^rd level – completed secondary vocational education (three years) or non-formal education for adults lasting at least 960 training hours; 

• 5^th level – completed master’s or specialist education programme lasting two years or one year and non-formal education for adults lasting at least six months. 

According to the Cedefop Country Report (European inventory on validation of non-formal and informal learning: Country Report, Serbia 2023), the piloting of the RPL process started between 2019 and 2021. The implementation was piloted in the context of education for work. It is conditioned by the needs of the labour market and the priorities set by the national strategies.  

The pilot projects initially targeted specific sectors (e.g., construction, tourism, etc.) to test validation procedures, such as portfolio assessment and practical demonstrations. Over time, the RPL process has become an integral part of the National Qualifications Framework.  

In line with this development, the Qualifications Register has been established – an electronic platform that provides detailed information about all national qualifications in Serbia. Furthermore, in accordance with the principles of lifelong learning, adults can explore possible pathways and methods for transition between qualifications. This allows candidates to either change professions or advance from one qualification level to another if they decide to continue the learning process at any point in their lives.  

Today, RPL in Serbia enables all adults who have acquired knowledge and skills outside the education system through informal learning or non-formal education to obtain a qualification. The RPL policies prioritise adult learners, low-skilled workers and unemployed individuals, offering pathways to certification without the need to return to formal education (Cedefop Country Report, European inventory on validation of non-formal and informal learning: Country Report, Serbia 2023). According to the Adult Education Annual Plan 2025, the implementation of 484 accredited programmes for improving competences for personal or professional development and socially responsible behaviour, the provision of career guidance services and RPL are expected to take place in 2025.  

According to the Bylaw on Standards and implementation of the recognition of prior learning process, a school with the status of a Publicly Recognised Activity Organiser (PRAO) is in charge of the RPL process. This means that this institution can carry out the process of recognition of full qualifications or learning outcomes and competences defined in qualification standards. This Bylaw outlines the procedure for providing information to candidates, defines counselling process, guidance and support in self-assessment, assessment methods, certificate issuance, quality assurance of the RPL process and other relevant aspects. 

According to the same Bylaw, the following can be recognised through the process of RPL: 

• A qualification as a whole: for levels 1–3 and 5 of the National Qualifications Framework; 

• One or more occupations from the Qualification Standards; 

• Key Competence at basic adult education level; 

• Key Competence at secondary adult education level. 

A candidate who demonstrates achievement of all learning outcomes and competences from the Recognition Standard through the RPL process will receive a certificate confirming the completion of the entire qualification standard. This certificate will indicate the appropriate type and level of the qualification achieved.  

A candidate who demonstrates achievement of some learning outcomes and competences from the Qualification Standards for a specific occupation through the RPL process will receive a certificate indicating partial achievement of the qualification standard. This certificate serves as proof of competence for work in the occupation. 

A candidate who demonstrates achievement of only some learning outcomes through the RPL process will receive confirmation of acquired learning outcomes and/or competences. 

The following participants are involved in the RPL process: 

• The person interested in RPL (candidate) 

• RPL advisor from the school 

• Evaluator from the school and evaluator from the industry 

The candidate is responsible for self-assessing their learning outcomes and competences, gathering proof of the acquired learning outcomes and competences and portfolio development. The candidate collects and submits proofs, which may include diplomas, certificates, licenses, references from employers, work reports and proofs of work products such as examples, samples, photographs and video recordings of the candidate performing a specific job.  

Moreover, the candidate’s portfolio may include the candidate’s statement (description and justification of prior experience), the curriculum of the completed education programme, awards, etc. Exceptionally, if the candidate has not submitted proofs their portfolio may be compiled solely based on an interview with the candidate. 

The advisor is responsible for informing potential candidates about the process, preparing candidates for self-assessment, supporting the candidate in developing and reviewing their portfolio and assisting them during the assessment exam. 

The evaluator is responsible for organising the portfolio review, assessing the portfolio and conducting the assessment exam.