Adult learning is a key policy lever for governments to respond to the rapid evolution of skills demands resulting from technological and demographic changes, the transition to a low-carbon economy and changing supply chains. Over the past decade, countries in the OECD and beyond have introduced reforms aimed at widening access and making learning opportunities more responsive to the diverse circumstances of adult learners. These initiatives signal an understanding that learning should not stop after formal schooling and that continuous skills development is key to support both the life prospects of individuals and the resilience of economies.
This PIAAC thematic report describes trends in adult learning in the countries participating in the 2023 Survey of Adult Skills. It examines patterns of participation, the content and delivery of learning, and the barriers that limit access, particularly for disadvantaged groups. It provides insights into how policies and practices can be redesigned to better support adult learners in a rapidly changing labour market. It has been prepared as part of the work programme of the Board of Participating Countries (BPC) of the OECD Programme for the International Assessment of Adult Competencies (PIAAC).
The BPC provides strategic oversight and guidance for the development and use of the Survey of Adult Skills. The Survey of Adult Skills assesses adults’ proficiency in key information processing skills – literacy, numeracy and adaptive problem solving – and collects a wide range of information on how adults use their skills at work and in everyday life. By enabling cross-country comparisons and in-depth policy analysis, the survey helps countries to better understand how skills are developed, maintained and used over the life course.
The report was prepared by Anja Meierkord and Roland Tusz from the Directorate for Employment, Labour and Social Affairs, under the supervision of Glenda Quintini (Head of the Skills and Future Readiness Division). Valuable comments were received by numerous colleagues, including Elif Bahar, Magdalena Burtscher, Shizuka Kato, Julie Lassébie, Patricia Navarro-Palau and Ada Zakrzewska (Directorate for Employment, Labour and Social Affairs); Francesco Avvisati, Francois Keslair, Marco Paccagnella and Mila Staneva (Directorate for Education and Skills); and Francesca Borgonovi (Centre for Skills). The authors would like to thank the delegates of the BPC for their guidance and feedback throughout the development of this report.