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- Vol 4 RE: Chapter 26, App C
lifelong learningfoundational skillslearning to learnadult learning participationinformal and non-formal learningcareer transitionsrecognition of prior learninglearning opportunitiesReport Evidence summaryAt a glance
The 2021 OECD Skills Outlook examines how policy can support lifelong learning from childhood through old age. Using comparative data, it links foundational skills, motivation, learning attitudes, social and emotional capacities, education, workplace conditions, and access to adult learning.
Key ideas
Early competence and positive attitudes make later participation more likely, while disadvantage can accumulate: adults with less education, insecure work, or weak skills participate less despite often having greater need. The report discusses “learning to learn,” informal and non-formal learning, career transitions, recognition of skills, guidance, flexible provision, and financing. COVID-19 exposed differences in self-directed learning and digital access but also illustrated the need for resilience across a changing life course. The report cautions that asking individuals to remain adaptable cannot replace structural opportunity.
Why it matters
For policy makers and educators, effective lifelong-learning systems combine strong early foundations with accessible adult provision, information and guidance, employer participation, financial support, recognition of prior learning, and targeted measures for groups least likely to participate.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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