Title page
Contents
Acknowledgements 4
Abstract 5
1. Introduction 8
2. Measuring adult learning: approaches and data sources 10
2.1. Collecting information on adult learning 10
2.2. Existing approaches for measuring adult learning 10
2.2.1. International Standard Classification of Education (ISCED) 2011 for measuring adult learning 10
2.2.2. Eurostat Classification of Learning Activities (CLA) 2016 11
2.2.3. Practical solutions for capturing adult learning in data collections 11
2.2.4. Separating adult learning from initial education and training 12
2.3. International data sources on adult learning 12
2.3.1. Household or individual surveys 13
2.3.2. Enterprise surveys 17
2.3.3. Administrative data 18
3. The updated theoretical framework 19
3.1. The purpose and structure of the updated theoretical framework 19
3.2. Description of thematic blocks and sub-themes 21
3.2.1. Thematic Block 1: Drivers of adult learning 21
3.2.2. Thematic Block 2: Access to information and learning opportunities 23
3.2.3. Thematic Block 3: Investment in adult learning 24
3.2.4. Thematic Block 4: Participation in adult learning and its features 25
3.2.5. Thematic Block 5: CVT provision and characteristics 27
3.2.6. Thematic Block 6: Outcomes of adult learning 28
4. Country priorities and practices 29
4.1. National policy priorities for adult learning 29
4.2. Availability and use of data sources covering adult learning at national level 33
4.3. Country-specific indicators used for monitoring adult learning 35
4.3.1. Austria 35
4.3.2. Canada 35
4.3.3. Czechia 35
4.3.4. Denmark 35
4.3.5. Finland 36
4.3.6. Flemish community of Belgium 37
4.3.7. Germany 37
4.3.8. Hungary 38
4.3.9. Lithuania 38
4.3.10. Latvia 39
4.3.11. Netherlands 39
4.3.12. New Zealand 39
4.3.13. Norway 40
4.3.14. Portugal 40
4.3.15. Slovak Republic 40
4.3.16. Spain 40
4.3.17. Sweden 41
4.3.18. Switzerland 42
4.3.19. Republic of Türkiye 42
4.3.20. United Kingdom 42
4.3.21. United States 42
References 44
Annex A. Acronyms and abbreviations 45
Table 2.1. Main international household or individual surveys covering adult learning 13
Table 2.2. Available breakdowns for participation in formal and/or non-formal education and training in the main household or individual surveys 15
Table 2.3. Core socio-demographic background variables in the main household or individual surveys 16
Table 2.4. Other household or individual surveys potentially relevant for adult learning 17
Table 2.5. Key international enterprise surveys covering adult learning 17
Table 2.6. Other enterprise surveys potentially relevant to adult learning 18
Table 2.7. Key administrative data sources covering adult learning 19
Table 2.8. Other administrative data sources potentially relevant to adult learning 19
Figure 3.1. The updated theoretical/analytical framework 21
Figure 4.1. Percentage of countries selecting the following themes as top priorities in their country 30
Figure 4.2. Distribution of countries reporting the availability and utilisation of different types of data sources 34
Boxes
Box 1.1. Concept of adult learning 8
Box 1.2. The LSO Expert Network 9
Box 4.1. Country example: Policy goals and monitoring adult learning in the United States 30
Box 4.2. Country example: National and regional monitoring of adult learning in Canada 31
Box 4.3. Country example: Monitoring adult learning in Sweden 33