Key policy documents

Lifelong learning has become a central organising principle of education policy in Slovenia. This approach is underpinned by several key policy documents:

• The Lifelong Learning Strategy (2007) was adopted by the minister responsible for education. The Strategy incorporates European definitions and objectives and links them to Slovenia’s specific social, economic and educational context.
• The White Paper on Education in the Republic of Slovenia (2011), which states among its general principles that a well-developed adult education system is an essential precondition for ensuring that lifelong learning opportunities are genuinely available to all individuals, including in adulthood.
• The National Strategic Reference Framework (2007–2013), a social and development strategy, together with operational programmes aimed at strengthening regional development potential and human resources development.

The Lifelong Learning Strategy

Adopted in 2007, the Lifelong Learning Strategy established lifelong learning as a guiding principle of modern education in Slovenia. The strategy was developed in the context of the EU Education and Training 2010 programme and reflects broader European policy priorities.

Core objectives

The overarching objectives of the Lifelong Learning Strategy are as follows:

• To ensure access to learning and education for all individuals at every stage of life, across all areas and environments, with particular attention to disadvantaged groups.
• To raise awareness that learning enhances self-confidence, creativity, entrepreneurial capacity and the knowledge and skills required for active participation in economic and social life, and a better quality of life.
• To reinforce the understanding that everyone has a right to education, while also strengthening individual responsibility for one’s own learning.
• To promote personalised learning pathways, ensuring that education and training respond to the needs, interests and circumstances of the learner.
• To foster a positive attitude towards learning at all stages of life, embedding the concept of lifelong learning within curricula at every level of the education system.
• To improve literacy levels across the population and promote the effective use of literacy skills in diverse contexts.
• To integrate all areas of education into a coherent national system, ensuring equivalence and equal opportunities across different forms, types and purposes of education.
• To develop high-quality, flexible learning opportunities and promote a variety of effective teaching and learning methods.
• To encourage learning in all spheres of life, supported by comprehensive public policies that link economic objectives with social and cultural development.
• To ensure a balanced approach to investment in education — strengthening human capital (productivity, competitiveness and employability) while also promoting personal development and active democratic citizenship.
• To support the application of knowledge and skills as key drivers of local and regional development, including the strengthening of social networks.
• To promote lifelong learning as a core societal value through public communication and awareness-raising.
• To advance the vision of a “learning society”, a “knowledge-based society” and, ultimately, a “thinking society”.
• To encourage mobility in both education and employment.

Lifelong learning as a development strategy 

Lifelong learning is recognised in Slovenia not only as an educational principle but as a broader social and economic development strategy. It is embedded in national strategic frameworks and operational programmes aimed at strengthening regional development, human capital and social cohesion.

National Policies Supporting Lifelong Learning

Several national strategies and policy documents reflect European lifelong learning priorities and guide how these are put into practice, including:

• The National Higher Education Programme 2030 (Resolucija o nacionalnem programu visokega šolstva do 2030)
• The National Adult Education Programme (Resolucija o nacionalnem programu izobraževanja odraslih v Republiki Sloveniji za obdobje 2022–2030)
• The National Strategy for the Development of Reading Literacy (Nacionalna strategija za razvoj bralne pismenosti za obdobje 2019–2030)
• The Roma Education Strategy (Strategija vzgoje in izobraževanja Romov v RS 2021–2030)
• The National Youth Programme (Resolucija o Nacionalnem programu za mladino 2013–2022)
• The National Social Welfare Programme (Resolucija o nacionalnem programu socialnega varstva za obdobje 2022–2030)
• Digital Slovenia 2030 (umbrella strategy for digital transformation).

Together, these documents position lifelong learning as a cross-sectoral policy priority.

Governance and institutional responsibilities

At central government level, primary responsibility for lifelong learning policies and programmes lies with the ministries responsible for education and labour.

CMEPIUS

The Centre of the Republic of Slovenia for Mobility and European Educational and Training Programmes (CMEPIUS) is a public institute responsible for the technical, administrative and professional implementation of EU education and mobility programmes.

In 2007, CMEPIUS was accredited by the European Commission as the national agency for the EU Lifelong Learning Programme (2007–2013). Since then, it has overseen the Erasmus+ programme and its subsequent phases.

SIAE 

The Slovenian Institute for Adult Education (SIAE) serves as the central public institute and umbrella organisation for adult education. Its core mission is to develop the adult education sector in line with national and European strategic priorities. Since 2012, SIAE has acted as the national coordinator of the European Agenda for Adult Learning.

Implementing the lifelong learning policies

A wide range of projects and programmes support the practical implementation of the lifelong learning policy. Examples include:

• Study groups
• Independent learning centres
• Project-based learning for young adults
• Knowledge-sharing initiatives
• Education for sustainable development
• Guidance services in adult education
• Lifelong learning weeks
• Officially recognised programmes 'Training for success in life'.

Amendments to the Adult Education Act in 2020 expanded public guidance services to include:

• Enrolment in the basic school programme for adults
• Enrolment in officially recognised adult education programmes not leading to formal qualifications
• Enrolment in non-formal adult education programmes
• Validation and documentation of prior learning (non-formal and informal)
• Support for independent learning

Providers of the basic school programme for adults, officially recognised programmes, and public guidance services form a structured public network.

Flexible learning pathways and recognition of prior learning

Legislation enables the recognition of non-formal and informal learning, particularly for improving employability and acquiring national vocational qualifications.

Vocational education programmes have undergone substantial modernisation. Updates have been developed jointly by the ministries responsible for education and labour, in cooperation with the Institute of the Republic of Slovenia for Vocational Education and Training, schools and social partners.

Vocational standards form the foundation of these programmes. They:

• Define required knowledge, skills and competences
• Are credit-weighted
• Support modular programme structures

The modular design increases flexibility, allowing learners to progress at different levels and towards different vocational qualifications.

Short-cycle higher vocational programmes are aligned with common European principles. They are:

• Developed in cooperation with social partners
• Structured around learning outcomes
• Credit-based
• Supported by assessment of prior learning and certificate supplements

Adult learners may also follow personalised education plans, with teaching methods adapted to their previous formal and informal experience.

Research and strategic development

Development in this field was supported through the national research project Networking for Lifelong Learning (CRP 2006–2013). This initiative contributed to the establishment of lifelong learning centres, distance learning units, career centres and shared technological tools, including software for distance education, e-learning platforms and virtual learning environments.

The project helped tertiary institutions:

• Identify key target groups
• Analyse learners’ interests
• Develop appropriate study and training programmes
• Establish partnerships with business networks, regional clusters, excellence centres and technology parks

Strategic planning at the tertiary level increasingly reflects lifelong learning objectives.

Formal lifelong learning and continuing professional development

Formal lifelong learning includes accredited training programmes, particularly for the continuing professional development of education staff.

Modular study programmes provide formal qualifications in specific fields (e.g., management and healthcare). Higher education institutions also offer complementary programmes, such as:

• Foreign language courses
• Digital and technological skills training
• Social and communication skills development

Alumni represent another important target group. Many institutions offer short courses to update professional knowledge in areas such as:

• Energy-efficient construction
• New materials and technologies
• Modern project management