This report proposes a conceptual framework for measuring lifelong learning (LLL) aimed at improving policy design and evaluation. Lifelong learning is understood as learning across the life course and diverse contexts. The report identifies key limitations in current data systems, including narrow age coverage, lack of longitudinal tracking, overemphasis on labour-market outcomes, and insufficient measurement of informal learning.
To address these gaps, the framework is structured around three interconnected pillars: demand, supply, and coordination. Demand captures learning needs at individual, organisational, and societal levels; supply maps opportunities across formal education, workplaces, welfare systems, and communities; and coordination focuses on mechanisms that align needs with provision. The framework also redefines learning by introducing a two-dimensional model based on formalisation and digitalisation, better capturing hybrid and emerging forms.
Finally, it outlines practical steps for implementation, including improved surveys, longitudinal data linkages, administrative data integration, skills passports, and advanced analytics to support more comprehensive and effective lifelong learning systems.
The report will be of interest to education policy makers, whether interested in formal education or adult learning, to statisticians as well as other education stakeholders.
