A new OECD report proposes a more comprehensive measurement model: it aims to highlight learning processes across the entire lifespan and in different contexts – including informal and digital learning.
The OECD identifies significant gaps in current measures of lifelong learning. Many international data systems focus on specific age groups, as well as on educational qualifications and participation in initial and further training. By contrast, learning processes over longer periods are inadequately tracked.
The report identifies four key weaknesses: the data collection does not cover the entire lifespan; data often reflect only snapshots rather than longer-term learning trajectories; the impact of learning is assessed largely on the basis of labour market outcomes; and informal learning is inadequately captured.
As a result, learning processes in the workplace, within families and communities, or through digital platforms, for example, remain partly invisible. At the same time, the societal impacts of learning – such as social participation, health literacy, social cohesion and well-being – are only taken into account to a limited extent in existing measurement systems.
Demand, supply and coordination
As a basis for more comprehensive measurement, the OECD proposes a model comprising three interlinked areas: demand, supply and coordination.
Demand encompasses the learning and skills needs of individuals, organisations and society. Supply includes not only the formal education system but also, amongst other things, workplace learning, labour market programmes and learning opportunities within civil society and local organisations.
The third area concerns the coordination between needs and supply. This includes, for example, policy instruments, qualification frameworks and advisory services that help people find suitable learning pathways.
Better tracking of digital and hybrid learning
The OECD also calls into question the traditional distinction between formal, non-formal and informal learning. Digital provision and hybrid forms of learning are increasingly blurring these boundaries.
The report cites micro-credentials and platform-based learning as examples. The proposed model therefore also takes into account the degree of formalisation and the degree of digitalisation of a learning programme. This is also intended to enable better tracking of forms of learning that cannot be clearly assigned to the existing categories.
Better data for continuing education policy
For practical implementation, the OECD envisages, amongst other things, refined surveys, the linking of data over longer periods, greater use of administrative data, as well as skills passports and new analytical methods.
The aim is not merely to produce new statistics. A more comprehensive data set is intended to enable policy-makers to better understand where learning opportunities are lacking, which population groups are being reached, and how continuing education systems are responding to social and economic changes.