Investing in lifelong learning is vital to empowering people to enhance their skills, regardless of whether they are currently employed or not. It is also important for adapting to changes in job markets, especially due to the green transition, digitalisation and automation, and because of demographic shifts that indicate a decrease in the number of young individuals entering the workforce in many countries (OECD, 2023[48]). These overarching trends are already reshaping labour markets significantly, and forecasts indicate that skill requirements will continue to evolve rapidly in the coming decades.
Adult learning can therefore be a powerful tool for enhancing job opportunities, as well as promoting innovation and bridging skill gaps. It includes any purposeful learning activity, like formal classes, informal learning or training sessions. While the 20th century prioritised global literacy enhancement, it is perhaps more important to now focus on lifelong learning and equal opportunity, with the goal to improve knowledge and skills continuously for all.
Currently, adult learning systems differ considerably across OECD countries but what is common is that those with the greatest needs are often the ones receiving the least training. Across the EU, the share of people aged 25 to 64 engaged in learning activities varies significantly.
In 2022, about 11.9% of adults in the EU participated in education or training in the previous four weeks, according to Eurostat (2023[47]). Countries like Sweden, Denmark, the Netherlands, and Finland have higher participation rates (25% or higher), while Croatia, Greece and Bulgaria have the lowest rates (below 5 %).
There are many reasons for inequalities in adult learning participation, including socioeconomic disparities, limited access to resources, cultural attitudes and discrimination. Women tend to participate more than men, and younger people are more likely to participate than older ones. Those with higher education levels are also more likely to engage in adult learning activities. Creating more equitable outcomes requires comprehensive strategies, including policy interventions, community outreach, financial aid and the promotion of inclusivity.
The formal education system offers quality-assured training programmes with recognised accreditation, a key strength distinguishing it from non-formal education avenues. However, despite this advantage, adult participation in formal education remains notably low, which is often attributed to its rigid structure and the lengthy time commitments involved.
For example, 83% of first-time entrants into tertiary education in all OECD countries are aged under 25. However, there are wide differences across countries in how common it is to enter tertiary education for the first-time later in life.
Only 4% of first-time entrants in Belgium, and just 1% in Japan, are 25 or older. In contrast, more than 30% of first-time entrants in Colombia, Sweden, Switzerland and Türkiye are 25 years or older (OECD, 2023[48]). This illustrates the fundamental differences in pathways into tertiary education that exist across countries, and the varying roles that tertiary education can play in lifelong learning.
Education doesn't guarantee a job, nor does it assure a desired career path. However, statistics consistently demonstrate that higher education correlates with lower unemployment rates. It also equips individuals with the adaptability needed to navigate different career paths.
While education doesn't erase all societal disparities, it significantly contributes to equalising opportunities. Higher levels of educational attainment are associated with positive economic, labour-market and social outcomes. Highly educated people tend to be more socially engaged, have higher employment rates and relative earnings. They are also more likely to participate in lifelong learning (OECD, 2023[49]).
Although OECD countries have seen increased competition rates in tertiary education, marginalised groups such as low-income and immigrant children can often struggle in primary and secondary education. Leveraging their potential through lifelong learning could inject valuable innovation into our economies.
Early intervention is pivotal. Pre-school initiatives yield enduring benefits, as evidenced by OECD findings that indicate better academic performance among 15-year-olds with pre-school experience. However, a significant portion of OECD students still lack fundamental literacy skills, hindering their future learning. Many of these could benefit from lifelong learning opportunities.
Certain groups, such as immigrant students for example, can face pronounced challenges, often trailing behind native counterparts in reading proficiency. This underscores the necessity for accessible programmes to break the cycle of disadvantage perpetuated in low-educated families and impoverished communities. As long as low income equates to a lower education level, societal potential will be lost.
Goal 4 of the Sustainable Development Goals (SDGs) underlines the global commitment to providing inclusive and equitable quality education (United Nations, 2018[50]), promoting lifelong learning opportunities for all individuals, and emphasising the significance of adult education in achieving this aim. The EU has set a target for 60% of adults to participate in training every year by 2030, reflecting the importance of lifelong learning in today’s rapidly evolving world. By supporting adult learning, policy makers will foster personal and societal advancement, which will also support broader sustainable development objectives.