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OECD - Increasing Adult Learning Participation

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OECD Increasing Adult Learning Participation
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Getting Skills Right Increasing Adult Learning Participation Learning from - photo 1
Getting Skills Right
Increasing Adult Learning Participation Learning from Successful Reforms
Please cite this publication as:
OECD (2020), Increasing Adult Learning Participation: Learning from Successful Reforms , Getting Skills Right, OECD Publishing, Paris, https://doi.org/10.1787/cf5d9c21-en .
Metadata Legal and Rights ISBN 978-92-64-43455-4 print - - photo 2
Metadata, Legal and Rights
ISBN: 978-92-64-43455-4 (print) - 978-92-64-51222-1 (pdf) - 978-92-64-60997-6 (HTML) - 978-92-64-40975-0 (epub)
DOI: https://doi.org/10.1787/cf5d9c21-en
Getting Skills Right
ISSN: 2520-6117 (print) - 2520-6125 (online)
This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries.
This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.
The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.
Note by Turkey
The information in this document with reference to Cyprus relates to the southern part of the Island. There is no single authority representing both Turkish and Greek Cypriot people on the Island. Turkey recognises the Turkish Republic of Northern Cyprus (TRNC). Until a lasting and equitable solution is found within the context of the United Nations, Turkey shall preserve its position concerning the Cyprus issue.
Note by all the European Union Member States of the OECD and the European Union
The Republic of Cyprus is recognised by all members of the United Nations with the exception of Turkey. The information in this document relates to the area under the effective control of the Government of the Republic of Cyprus.
Photo credits: Cover Cell phone Creative Commons/Alfredo Hernandez, clock; Creative Commons/Hakan Yalcin, cloud upload: Creative Commons/Warslab, join; Creative Commons/Tom Ingebretsen, doctor; Creative Commons/Joseph Wilson, chef; Creative Commons/ Alfonso Melolontha
Corrigenda to publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm .
OECD 2020
The use of this work, whether digital or print, is governed by the Terms and Conditions to be found at http://www.oecd.org/termsandconditions .
Foreword

The world of work is changing. Digitalisation, globalisation, and population ageing are having a profound impact on the type and quality of jobs that are available and the skills required to perform them. The extent to which individuals, firms and economies can reap the benefits of these changes will depend critically on the readiness of adult learning systems to help people develop and maintain relevant skills over their working careers. Today, only two in five adults across the EU and OECD participate in education and training in any given year, according to the OECD Survey of Adults Skills. Participation is even lower amongst disadvantaged adults, such as those with low skill levels or unemployed, or those in jobs at high risk of automation. For adult learning systems to be future-ready, governments must increase their efforts to engage more adults in continuous learning throughout their lives.

While much has been written about the need to increase the number of people participating in adult learning, it is less clear how this can be done in practice. Many good ideas struggle to translate into real change on the ground, as they get stuck in the reality of policy implementation. This report seeks to understand the factors that make reforms to increase adult learning participation succeed by examining the experience of six countries that have significantly increased participation in adult learning over the past decades: Austria, Estonia, Italy, Hungary, the Netherlands and Singapore. It identifies key lessons from a detailed study of reform design, implementation and evaluation in each country.

This report was prepared by the Skills Team in the Skills and Employability Division of the Directorate for Employment, Labour and Social Affairs under the supervision of Glenda Quintini (Skills Team manager) and Mark Keese (Head of the Skills and Employability Division). Mark Pearson (Deputy-Director for Employment, Labour and Social Affairs) provided helpful comments.

The report benefited greatly from discussions with close to 60 experts, officials, employer federations, trade unions, academics and education institutions in Austria, Estonia, Italy, Hungary, the Netherlands and Singapore conducted in April to August 2019. It also profited from written comments by the European Commission. Special thanks are given to Mantas Sekmokas (DG EMPL, European Commission).

This report is published under the responsibility of the Secretary General of the OECD, with the financial assistance of the European Commission (Grant VS/2019/0239). The views expressed in this report should not be taken to reflect the official position of OECD member countries.

Acronyms and abbreviations
AES
Adult Education Survey
ALMP
Active Labour Market Policy
ANPAL
National Agency for Active Labour Market Policies
CET
Continuing Education and Training
CPIA
Provincial Centres for Adult Education Italy
CVTS
Continuing Vocational Training Survey
EC
European Commission
EEA
European Economic Area
EFTA
European Free Trade Association
ET2020
Strategic Framework for European cooperation in education and training
EU
European Union
EUIF
Estonian Unemployment Insurance Fund
ESF
European Social Fund
GDP
Gross Domestic Product
HILDA
Australian Household, Income and Labour Dynamics Survey
ICT
Information and communications technology
INAPP
National Institute for the Analysis of Public Policies
INVALSI
National Institute for the Evaluation of Education and Training Italy
ISCED
International Standard Classification of Education
IVET
Initial Vocational Education and Training
LFS
Labour Force Survey
LLL
Lifelong Learning
MIUR
Ministry of Education, University and Research Italy
MLPS
Ministry of Employment and Social Policies Italy
MOM
Ministry of Manpower Singapore
NGO
Non-governmental organisation
OECD
Organisation for Economic Cooperation and Development
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