EU Projekti

General information

  • Lifelong Learning Programme: The Role of the Third Parties in Vocational Education 2013-2015
  • European Social Fund: Encouraging inactive population to return to the labour market 2013 – 2015
  • European Social Fund: Computer and Digital Literacy of Adults 2013
  • Lifelong Learning Programme: CEDEFOP Study Visits 2008-2009
  • Lifelong Learning Programme: Team Academy – Cooperation between Universities and Enterprises 2006-2008
  • European Social Fund: POKI – Offer Adults Quality Education 2005


Academia has run or participated in and has been running several additional national and international projects:


  • Phare Project: Conquering Foreign Markets utilizing Business Skills Communication and the use of IT (2004)
  • Offering Quality Education to Adults Project (POKI) (2004) by the Slovene Institute for Adult Education
  • Public Works Workshop and Information Services for Employment Seekers Project (2000), by Employment Service of Slovenia
  • Phare Project: International Marketing with Communication Skills; training for employed and unemployed (1998-2004);
  • The Slovene Tourism Workshop Project (1998) by the Ministry for Small Businesses and Tourism
  • The Restructuring of Large Slovene Companies Project (1997) by the Ministry for Labour, Family and Social Affairs
  • The Young Slovene Researchers Project by the Slovenian Ministry of Science and Technology (1997)

Lifelong Learning Programme

The Role of the Third Parties in Vocational Education 2013-2015

Leonardo da Vinci Lifelong Learning Programme

Academia is one of the leading partners in Lifelong Learning Programme Leonardo da Vinci partnership: The Rope of Third Parties in Vocational Education.

Other partners include educational organizations from United Kingdom, Portugal, Poland and Turkey.

In 2014 partners have made a market research and analysis in 5 countries on the educational needs, competences delivered to graduates and employers’ perspective on them.

With the research partners will use the insights and knowledge when implementing new study programmes in their organizations and creating new course outlines for courses.

In Slovenia, we have included more than 100 graduates from colleges of higher education and undergraduate graduates and over 100 businesses from the North East of Slovenia.

In addition to that, Academia has conducted over 200 interviews with managers from regional enterprises including only businesses with credit ratings A and B.

Academia has found that only 30% of businesses from the region have employed new staff with a higher education degree.

Employers in the region still lack generic competences in new employees such as creativity, ability to communicate effectively and efficiently, teamwork skills and the most they lack the knowledge of foreign business languages and use of information technology.

On the other hand graduates would like to see more experiential learning throughout their study process and more opportunities to conduct internships and traineeships in companies while studying. Over two thirds however, would like to work abroad – majority in Austria, followed by Germany, Australia and United Kingdom.

European Social Fund 

Encouraging inactive population to return to the labour market 2013 – 2015

Employment Service of Slovenia European Social Fund

Stayer Region of Slovenia and especially Maribor are facing serious structural and long-term unemployment issues. Academia has been chosen to encourage those individuals, who are unemployed for the long time to return back to the labour market by deep individual treats.

Academia invited more than 950 individuals to join the programme and has spent more than 5600 hours in individual treats. We succeeded to encourage 100 individuals to join a 4-month programme and return them back to labour market.

Participant satisfactory rate was 4.4 out of 5 and the median age of participants was 53 years. Individuals have been without a job on average for 15 years – most of them disabled workers and fully depended on social care provided by the government.

We secured job placements for those encouraged with less intense jobs, such as farm assistants, furniture assistants, warehouse assistants etc.

European Social Fund

Computer and Digital Literacy for Adults 2010-2013

MIZS Logo EngEuropean Social Fund

Academia won the public tender by Ministry of Education, Science and Sport of the Republic of Slovenia to lift the level of Digital Literacy of Adults in the Republic of Slovenia by offering free computer sciences courses to general public.


Workshops were designed for adults with no prior computer and other technology knowledge. Practical content helped them to achieve the knowledge of technology for everyday use such as internet, email, e-government, e-health and smartphones.


From February 2011 to June 2013 we designed 24 workshops that lasted for 50-hours and were attended by more than 380 individuals.

CEDEFOP Study Visits 2008-2009

CEDEFOPCEDEFOP logo  Lifelong Learning Programme

Education and training 2010 objectives

  • Developing skills for the knowledge society
  • Developing the spirit of enterprise

In an ever-changing society schools also have a challenge to change and adapt to the changes in the world. The traditional hidden curriculum requires students to sit quiet and obey the authorities. In this way they would become good employees for the needs of industry.

The transfer from an industrial society to a knowledge society requires a cultural change in business, industry and the public sector. Todays and future employees should be able to operate holistically through creative thinking, strong personality and a network.

They also have to be able to work with others in teams. Hierarchical structures do not work anymore in a culture based on inner entrepreneurship and coaching rather than on giving and obeying orders.

By implementing a new Team Academy learning method we will teach our students how to apply the latest knowledge into practice through projects and practical experimenting with customers.


  • To provide/improve cooperation between educational institutes and business for common benefit;
  • to learn about how trainers/teachers/coaches are taught how to teach young entrepreneurs;
  • to provide flexibility and education to allow students to combine work and studies;
  • to learn about team academy concept of studying entrepreneurship by using a method “learning by doing”;
  • to examine challenges and pitfalls in integrating entrepreneurship education into curriculum.


  • To meet and discuss with the teachers, trainers, coaches, students;
  • to meet promoters of best-practice projects;
  • to meet and discuss with policy-makers, local authorities, chamber of commerce, chamber of craft;
  • to observe school-local enterprise collaboration and talk to involved partners;
  • to meet young entrepreneurs who have set up and run business.


  • Company training managers;
  • directors of educations and vocational training institutions, centres or providers;
  • directors of validation or accreditation centres;
  • head teachers, teachers trainers;
  • owners / managers of SMEs;
  • representatives of Chambers of commerce/industry/crafts;
  • representatives of education and education and training networks and associations.

Lifelong Learning Program

Team Academy – Cooperation between Universities and Enterprises

The overall objective was to promote entrepreneurial innovation in Europe following a “learning by doing”. Team Academy approach for the emergence of entrepreneurship communities in Europe that learn together as a global network.

It was achieved by coordinating joint activities of six Team Academies in different regions of Europe (1 in France, 2 in Finland, 1 in Germany, 1 in Spain and 1 in Slovenia) with different levels of development, with the aim of selecting, exchanging and transferring good practices, building up a common European Team Academy programme and creating a Network.

The aim was to create a Team Academy Network which is going to unite the interests of Universities and enterprises (SMS’s) in terms of common objective of promoting entrepreneurship, creative thinking and innovative approaches as part of the curriculum for students and skulls for teachers and researchers.

Team Academy approach applies a new learning method based on teams, customer projects, networking and entrepreneurship. It follows a “living model of organizational learning”.

Entrepreneurs define their learning and performance goals, acquire shared learning experiences, are responsible for their own and each other’s’ learning, and help each other to find individual core competencies.” In Team Academy the learning takes place in action.

The projects the students run are not simulations. They negotiate with real business partners, earn real money, and have to make their “company” live a real life. Through intents, failures, and successes, students discover how well they master significant competencies and how they can enhance them.

Specific objectives of Team Academy are:

  • to identify and analyse drivers and barriers for the Team Academy implementation in partners regions,
  • to evaluate the identified approaches and select good practices,
  • to set a common learning environment and to define the contents and tools of the entrepreneurship workshops,
  • to collect all lessons learned during the entrepreneurship workshops held in the Consortium regions,
  • to create a Team Academy Europe Network to assure it’s sustainability,
  • to outline recommendations regarding policy learning issues,
  • to set the basis of European Pilot Team Academy entrepreneurship Programme,
  • to disseminate the project results,
  • to plan the use and dissemination of the knowledge and to exploit the project results.

POKI – Offer Adults Quality Education 2005


In 2005 Academia participated in a national development project »Offer Adults Quality Education – POKI« with support of Ministry of Education, Science and Sport and European Social Fund under coordination by Slovenian Institute for Adult Education.

With the project Academia had systematically improved measures and policies in following Quality Education.

Quality Indicators

  • Quality of knowledge in enterprises and by individuals
  • Development of new study programmes for Colleges of Higher Education