Improving Access to and Participation in Adult Learning in OECD Countries*

Abstract

IntroductionAdult learning is going through changes in OECD countries: it is increasingly recognised as a necessity. OECD governments are exploring ways to increase access to different types of adult learning through public provision, by supporting the development of the private sector, or by joint public-private collaboration. At the same time, adults are demanding more and varied learning activities. This article analyses trends in selected OECD countries and the different policy measures taken by governments to improve access and participation.Many factors give impetus to increasing adult learning: high unemployment rates in Europe; a growing recognition of the importance of human capital for economic growth and social and personal development; the public recognition of the existence of large numbers of adults with no basic skills; ageing populations; greater migration. Overall, participation in adult learning varies according to country, but presents similar patterns. Adults with higher education levels, people who are employed, those working in larger enterprises, in white collar occupations, and younger adults participate to a greater degree. The key catalysts for the provision of training are private enterprise and adults seek training mainly for reasons of professional upgrading.With clear inequities in participation patterns in most countries -especially amongst adults who need it the most, i.e. the low-skilled -, it is essential that public policy address the issue of better access and participation. Countries have adopted different measures to stimulate adult learning. Overall, what is important is the move towards a coherent approach to adult learning and towards the development of integrated adult learning systems that can cater for greater demand and offer good quality. An Overview of Participation in Adult LearningAdult learning has become a policy priority for economic growth and social development in OECD countries in the last decade. The development of the information society, improved and changing skills requirements, with at least secondary education as a prerequisite to obtain employment in many countries, changing socio-demographic patterns, unemployment and civic concerns are making adult

Learning at every age? Life cycle dynamics of adult education in Europe

“…Both studies also observe that younger and more educated workers, as well as those who work in high-skilled occupations, receive more training. These main results are also supported by other empirical studies, such as Brunello and Medio (2001) and Pont (2004). In addition, Wolbers finds that continuing education is more frequent in countries where the education system places a strong emphasis on vocational training.…”

Re‐contextualising learning in second modernity1

“…We also know from recent research (Chisholm et al 2004;Pont 2004;Kailis and Pilos 2005) that the majority of those aged above 15 in the EU are non-participants in any form of organised learning; many of those (of all ages) who do participate do not do so voluntarily or with much interest; and almost everywhere a significant minority of adults have no desire to participate in anything they would knowingly define as learning. They also say that they learn best in non-formal and informal learning contexts (whether at home, at work or in their leisure time), and they report a considerable variety of self-directed learning activities.…”

When Do Adults Learn? A Cohort Analysis of Adult Education in Europe

“…First, European countries display important regional cleavages (Bassanini et al, 2005 andPont, 2004). Scandinavian countries and the UK are known to train more people than the rest of the OECD countries but at the cost of providing shorter training spells than southern European countries (Bassanini et al, 2005).…”

“…The least educated in contrast show little interest in schooling (Fourage et al, 2010;Keeley, 2007;Rainbird, 2000). An absence of motivation among the workforce is in general the main reason for lack of training attendance (Pont, 2004).…”