Page 45 - Vseživljenjsko učenje kot temelj trajnostne družbe

Developing Alumni Competencies

Table 1 Continued from the previous page
Themes Sub-themes Codes
Formats and Modes of deliv- preference for practical workshops over theoretical ses-
delivery modes ery sions, emphasis on interactive learning methods, avail-
of lifelong ability of recorded sessions for later access, develop-
learning ment of e-learning and digital platforms
Organisational hybrid approaches (combining online and face-to-face
aspects meetings), weekend learning as a preferred option,
shorter educational modules delivered over a longer
period, adaptation of educational formats to employ-
ees’ schedules
Theroleofthe Connecting alumni club as a meeting point for alumni and employ-
Alumni Club in alumni and net- ers, organisation of professional evenings and panels,
lifelong learn- working mentorship and advisory opportunities for younger
ing generations, strengthening university affiliation after
graduation
Content sup- alumni as a source of feedback for improving study
port for educa- programmes, development of tailored educational
tion programmes, promotion of innovation and research
projects, alumni club as a central hub for lifelong learn-
ing initiatives
Suggestions for Increasing ac- more funded and free education programmes, greater
improving life- cessibility of promotion of available educational opportunities, in-
long learning learning oppor- clusion of practitioners and industry experts, increased
tunities flexibility in participation requirements
Tailoring con- development of micro-credentials for specific skills, in-
tent to alumni troduction of individualised learning pathways, interdis-
needs ciplinary approaches to education, stronger connection
between education and labour market demands

tivechangesrelevant to theirprofessions.In thiscontext,oneparticipant em-
phasised:

Every year there are changes in regulations and laws that impact how
wework.Weneedcontinuousupdatesto staycompliant.[FG_Manage-
ment]

However, notable barriers to accessing education were also identified. Par-
ticipants reported financial constraints in relation to paid training, time con-
straints due to professional commitments, lack of employer support for train-
ing, limited networking opportunities and difficulties in accessing quality ed-
ucational content and lecturers. These challenges, participants noted, often
limited their ability to fully engage in lifelong learning initiatives.

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