As part of the project titled "Digital Individual Learning Accounts in the Visegrad Countries" (D-ILA), a research team from Czechia, Hungary, Poland, and Slovakia conducted a scoping study to capture stakeholder perspectives on the current state of adult education systems within the Visegrad countries. The primary aim of the D-ILA project is to explore and propose innovative ways to harness data and Artificial Intelligence (AI) to support soft skills development through individual learning accounts.

While the scoping study primarily serves the project’s operational needs, it holds considerable scientific value. Given the relative scarcity of literature on the region, this study enriches the understanding of adult education policy and skills formation from a comparative, multi-country perspective. Through the thematic analysis of 43 interviews conducted in 2023, the study identifies both convergences and divergences in the opinions of stakeholders across the Visegrad nations. The interviewees were selected based on their expertise and knowledge in the field of adult learning and were grouped into four main categories: (i) policymakers and experts; (ii) adult education providers; (iii) employers; and (iv) public employment offices and HR agencies.

In recent years, the Visegrad countries have made notable efforts to implement lifelong learning policies, supported in large part by European Union funds. These include new training initiatives for the unemployed and those seeking to reskill, sectoral skills councils, qualifications frameworks, and systems for the validation of informal and non-formal learning, all of which are outlined in national policy documents. While adult participation in education and training has improved, significant disparities remain. Slovakia and Hungary report high participation rates at 62.4% and 54.8% respectively, with Czechia slightly above the EU average at 45.7%. Poland, however, lags behind at 24.3%, according to the latest Eurostat Adult Education Survey (2023). Nonetheless, the Eurostat Labour Force Survey (2023) indicates a notable increase in participation over the past two years in all four countries.

The strength of qualitative research, like this scoping study, lies in its ability to reveal the underlying dynamics of adult education beyond statistical measures. By engaging with the opinions and narratives of key stakeholders, the study offers valuable insights that can inform both theoretical discourse and practical policymaking. The analysis of the interviews provides a rich qualitative account of stakeholder perceptions regarding adult education systems and the development of soft skills.

Key Findings:

1. A Predominantly Negative Perception: Stakeholders across all four Visegrad countries expressed largely negative views of their respective adult education systems, describing them as offering "barely any bright elements." Of the 129 opinions gathered, 95 were classified as negative and only 33 as positive.
2. Lack of Systemic Approach and Governance: Stakeholders in all four Visegrad countries consistently reported an absence of a coherent, systemic approach to adult education, both in public policy and within private companies or social partnerships. Financial difficulties, market distortions, and tendering processes that focus on price rather than quality further undermine the system. Despite efforts by policymakers, especially through the use of European Union funds, the field of adult education remains underdeveloped and poorly governed. The stakeholders suggest that while funding and policy tools are necessary, they are insufficient to ensure the development of quality skills or their alignment with labour market demands.
3. Mismatch Between Supply and Demand: The adult education sector is criticised for being unable to meet the needs of learners, often due to inadequately designed training programmes that fail to match demand. The supply-driven nature of these programmes, combined with low quality and transparency, leaves learners struggling. Respondents noted that many adult learners find it difficult to identify their own educational needs, and are often hindered by a lack of motivation, time, and financial resources. Employers are divided, with small and medium enterprises (SMEs) struggling to provide training opportunities, while large corporations, especially multinationals, were highlighted as examples of good practice, offering robust development opportunities for their workers.

Further details about the study can be found on the D-ILA project website.