Abstract:

Planning and implementing adult professional development requires coordinated and evidence-based action among all stakeholders. This study examines how such processes are organised in Latvia by analysing qualitative data from fourteen focus group discussions with 129 participants representing three key stakeholder groups: recipients of adult education services (n=68), service providers (n=33), and experts (n=28).

All transcripts were analysed using NVivo software. Based on the results of the initial theoretical review, as well as the researchers’ experience in conducting focus groups and preparing their summaries, a coding framework was developed. Through a thematic coding process, 559 unique statements were identified, yielding a total of 1024 coding references related to adult professional development planning and implementation.

The analysis focused on eight areas: identification of learning needs, collaboration, examples of effective practice, support during training, support in the workplace, administrative resources, financial resources, and human resources. Stakeholders differed in the depth and orientation of their contributions, with recipients providing the highest volume, followed by providers and experts.

Findings show that learning needs are most often defined by employers or managers, while providers emphasise data-informed and strategically planned approaches. Collaboration across sectors remains limited, with fragmented coordination and insufficient communication. Recipients commonly highlighted mentoring, workplace learning, and internal training systems as helpful practices, while experts focused on systemic development and international models. Participants also noted the importance of flexible learning options such as digital platforms and micro-credentials (small, targeted certifications that allow learners to acquire specific skills).
Support mechanisms that facilitate the transfer of learning into practice include mentoring and coaching, structured feedback, internal learning groups, and practical tasks or simulations, particularly in fields such as healthcare, agriculture and education. Strong organisational leadership was identified as essential for ensuring that professional development results in meaningful workplace change.

Focus group participants also reported challenges related to funding, including ineffective use of external financial instruments, limited alignment between provision and actual needs, and insufficient technical competence required to use available equipment. Smaller organisations in particular experienced shortages of dedicated staff to plan and coordinate professional development. Although various support mechanisms exist, greater flexibility and reduced administrative burden are needed.
By integrating stakeholders’ experiences, the study proposes a dynamic framework to improve the planning and implementation of adult professional development in Latvia. This framework aims to strengthen the development of adults’ professional competence and support the effective transfer of learning into workplace practice.

Acknowledgement:
This study was conducted within the research project “Elaboration of evidence-based solutions for effective professional competence development of adults and assessment of the transfer of its results into practice in Latvia” (project No. VPP-IZM-Izglītība-2023/4-0001), funded by the Ministry of Education and Science of the Republic of Latvia.

Keywords:

Adult professional development, stakeholders’ perspectives, evidence-based planning and implementation, learning needs assessment, focus group discussions, NVivo analysis.