Page 48 - Vseživljenjsko učenje kot temelj trajnostne družbe

Mirko Prosen, Anita Trnavčević, Nina Krmac, and Klavdija Kutnar

They appreciated training formats that allow for active engagement, simula-
tions and direct application of knowledge. As one participant commented:

It should be a concrete experience where participants are involved in
the learning process and not just reading from slides. [Note: Power-
Point presentation; FG_Health Sciences]

When discussing the mode of delivery, participants generally favoured a
hybrid model combining online and face-to-face formats. Many pointed out
that while the theoretical content could be taught effectively online, the
practical skills would still need to be learnt face-to-face. The availability of
recorded sessions was seen as highly beneficial, especially for those who
must balance work and other commitments. As one participant said:

A hybrid format would be best, online for the theoretical parts, but live
for anything practical. [FG_Management]

Participants also discussed organisational aspects of training delivery.
Weekend workshops proved to be the preferred option, especially on Satur-
days, to minimise conflicts with work commitments. Shorter, intensive train-
ing sessions over a few days were seen as more effective than weekly training
sessions spread over a long period of time. As one participant reflected:

It is easier to take away more if the training is compressed into one or
two days than if it is spread over weeks. [FG_Education]

Flexibility and accessibility were recurring themes. Participants empha-
sised that online or hybrid options make it easier for those who live outside
major cities or have irregular working hours to participate. At the same time,
they pointed out that where physical attendance is required, particularly for
skills-based or technical training, this needs to be carefully planned and com-
municated in advance.

The Role of the Alumni Club in Lifelong Learning
The participants saw the Alumni Club as much more than a symbolic associ-
ation. They described it as a vibrant, dynamic community that can contribute
significantly to graduates’ continuous learning, career development and pro-
fessional identity after graduation. Participants further reflected on the po-
tential role of the Alumni Club in supporting lifelong learning after gradu-
ation. In all focus groups, participants saw the Alumni Club as an important

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