outdated, and there is a need to develop them further, also it is a challenge for user to choose among many in recent intensive information flow. In all project countries, there is a wide and diverse range of adult education for companies and their personnel provided by higher
Low competition in adult education market
education institutions, vocational education institutions, public organizations and their associations, and private educational institutions. Educational services are offered as learning face-to-face, blended learning and online learning. It should be noted that in some of the project partner countries we have
Managers have not enough time and experience for consistent implement an HR development strategy
observed that adult education providers do not pay enough attention to the study of educational needs (demanded knowledge, skills
Interests of employers and adult education providers differ from employee’s regarding the required duration and content of study programs
and attitudes) in SSO SMEs, however it is clear that this responsibility shared among adult education provider and employer. In some cases, information on the educational needs of employers or employees is obtained indirectly, rather than through purposeful acquaintance with the situation in companies and the educational needs of employees in the
Adult educators created educational provision is not in line with the rapidly changing requirements of SSO SME growth
workplace. The question is also whether training programs (based on needs analyses) ultimately meet the companies' actual staff
Figure 3. Recent challenges in adult education in the project PULSE partner countries
growth needs (see Figure 3). Stakeholders who directly and indirectly influence the offer and supply of adult education measures for SSO SMEs are public administration institutions, municipalities, professional associations, business associations, associations of adult education organizations, counselling networks (rural counselling service, forest service, business support centers, business incubators, clusters, etc.). Certainly, they are policy developers in adult education and lifelong learning or participate in its development at the national level can have the most significant impact on support for staff development in SSO SMEs. Systematic nature of national level planning documents in adult education, approach to administration of financial resources (centralized or decentralized), monitoring of policy implementation, which provides feedback information on the efficiency of resource investments in accordance with the set qualitative and quantitative indicators are important.
1. Situation, challenges, arguments
2. Description of tools
3. Recommendations for stakeholders
4. Suggestions for involved parties
7
