Policy interest in international surveys on Adult Learning (AL) has increased strongly. AL survey data are used as benchmarks for a country‘s educational system. However, results of key indicators like participation in learning activities often vary remarkably between different data sources. Stating that these differences are due to varying concepts and methods is not enough. The key question is: Which figures represent reality more appropriately? Therefore, evaluation of survey concepts and methods is crucial for international comparison of Adult Learning.

This report provides guidelines on methodological and conceptual issues. Part one covers methodological aspects while part two deals with concepts, definitions and example questions. Recommendations are based on input from 14 countries...