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3 references
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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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- Vol 4 RE: Chapter 23
future-ready learninglearner agencyethical judgmentteacher autonomylifelong learning ecosystemsdigital transformationReport Evidence summaryAt a glance
Prepared for the International Summit on the Teaching Profession, this report considers future-ready learning, digital transformation, and partnerships for lifelong learning. Education should equip learners with knowledge, skills, attitudes, and values that support agency, ethical judgment, resilience, and the ability to create new value under uncertainty.
Key ideas
Teachers are central to this work and need professional autonomy, collaboration, learning opportunities, and policy support to design richer environments rather than deliver fixed content. Digital tools and AI can personalize support, expand access, streamline work, and improve system information, but may also distract, deepen inequality, threaten privacy, or reproduce weak pedagogy. Transformation therefore requires infrastructure, capability, evidence, and governance, not technology acquisition alone. The report also argues that schools cannot remain isolated from families, employers, communities, and other institutions.
Why it matters
Partnerships, vocational pathways, workplace learning, micro-credentials, and community hubs can connect formal education with changing life and work. Governments and teacher organizations should jointly shape reforms so innovation strengthens relationships, professional expertise, inclusion, and coherent lifelong learning ecosystems.
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- Vol 4 RE: Chapter 26, App C
lifelong learninglearner engagementlearner resilienceadult learning transitionsdigital inclusionlearning guidanceReport Evidence summaryAt a glance
Education Policy Outlook 2025 examines how systems can develop engaged, resilient lifelong learners amid rapid digitalization, demographic change, and longer working lives. It argues that opportunities alone do not ensure participation: learners need the will, skills, and means to direct and sustain learning.
Key ideas
Will includes curiosity, confidence, motivation, and purpose; skills include cognitive, social, emotional, and digital foundations; means include time, finance, guidance, relationships, and accessible provision. Analysis of more than 230 policies across 35 systems focuses on four moments when engagement is especially malleable or vulnerable: early childhood, adolescence, mid-career, and the approach to retirement. Policy should build early dispositions, prevent teenage disengagement, make adult learning compatible with work and family, and support later-life transitions and contribution. Digital tools can widen access and personalize pathways but may also deepen inequalities or overwhelm learners.
Why it matters
The report calls for coordinated governance, guidance, flexible recognition, targeted support, and evaluation across education, labour, and social policy so people can learn, unlearn, and relearn throughout life.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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