- Slovakia opens national ILA portal on 1 April 2026 with EUR 10.4 million in EU funding over three years.
- First phase: EUR 200 per account, later up to EUR 1,500; available to adults aged 16-65.
- 28,370 adults have registered interest; the first 5,000 are accepted for the pilot phase.
- The three most requested courses cover AI and digital technologies in education.
- Only 10 of 2,437 offers are microcredentials, raising questions about availability.
Slovakia introduces individual learning accounts
Slovakia has introduced a system of individual learning accounts (ILAs) as part of a broader reform under the Act on adult education. The national ILA portal opened on 1 April 2026, after the platform and the provider certification process were developed throughout 2025. A total of EUR 10.4 million from EU resources has been allocated over three years for the preparation, pilot implementation and follow-up of the ILA scheme.
Function and requirements
In the first phase, each ILA is worth EUR 200. In subsequent phases, the value may rise to up to EUR 1,500 per learner. Courses must last at least 12 hours, microcredentials at least 25 hours, and accredited programmes at least 100 hours. ILAs can also be used to support guidance and validation of prior learning.
The scheme is available to adults aged 16 to 65, with the exception of full-time students and self-employed people. The entire process is digital: Learners create an account on the ILA portal, choose a programme and apply online for financial support. Upon approval, the system generates the necessary documents for the agreement.
The ILA subsidy is paid directly to the training provider, while the learner pays any remaining balance. Training through ILAs may only be offered by providers certified by the education ministry. Certification is granted following the ministry's acceptance of evidence that the provider has taken initial steps towards the introduction of a quality assurance system.
Early uptake and participation
| Indicator | Figure |
|---|---|
| Certified providers | 609 |
| Providers with ILA offers (by 14 July 2026) | 313 |
| Accredited programmes | 117 |
| Non-accredited programmes | 2,310 |
| Microcredential programmes | 10 |
| Adults who registered interest | 28,370 |
| Accepted for pilot phase | 5,000 |
Early data indicate that women and adults with higher educational attainment — particularly those with ISCED level 7 qualifications — were among those most interested in using ILAs. The three most frequently requested courses were on the use of artificial intelligence and digital technologies in education.
Early observations
Initial pilot data point to strong demand for the scheme. However, they also raise questions about whether ILAs will reach adults with the greatest need for upskilling and reskilling, including those facing a higher risk of labour market exclusion. The scheme's capacity to achieve its longer-term objectives will also depend on the availability of funding in the context of fiscal constraints.
Early indications suggest that teachers may have been particularly active among the first applicants, possibly reflecting the immediate need to respond to the growing use of AI and digital technologies in education.
This may also point to a need for targeted continuing professional development for teaching staff on the use of AI in education. Such provision could help ensure that ILAs remain accessible to a broad range of adult learners. More detailed monitoring of the profile of ILA participants could help identify possible distortions and better target not sufficiently informed groups.
The low share of microcredentials among the training offers and applications also calls for further examination. It may point to issues related to the availability and attractiveness of microcredentials, as well as to the way they are designed and regulated nationally.
More broadly, rapid technological change, including AI, makes it more difficult to anticipate future skills needs. Slovakia's experience with ILAs may contribute to wider European discussions on inclusive adult learning, skills anticipation and the role of microcredentials.