Title page 1

Contents 7

Foreword 4

Editorial 5

Reader's guide 10

Abbreviations and acronyms 12

Executive summary 14

1. Overview 16

In Brief 17

Introduction 18

Where do we stand as lifelong learners? Trends, gaps, and opportunities 19

Key ingredients for lifelong learning: will, skills, and means 24

Mapping policy approaches reinforcing lifelong learning at these critical moments 31

References 32

2. Early Childhood 35

In Brief 36

Introduction 37

Relevant insights from international evidence 38

Policies for strengthening the will, skills and means for lifelong learning in the early years 39

Considerations for the future 59

References 62

Annex 2.A. List of policy approaches 65

3. Early to Mid-Adolescence 68

In Brief 69

Introduction 70

Relevant insights from international evidence 71

Policies for strengthening the will, skills and means for lifelong learning in early to mid-adolescence 72

References 95

Annex 3.A. List of policy approaches 98

4. Mid-Career 101

In Brief 102

Introduction 103

Relevant insights from international evidence 104

Policies for strengthening the will, skills and means for lifelong learning or mid-career adults 105

Considerations for the future 125

References 127

Annex 4.A. List of policy approaches 128

5. Approaching retirement 132

In Brief 133

Introduction 134

Relevant insights from international evidence 136

Policies for strengthening the will, skills and means for lifelong learning of individuals approaching retirement 137

Considerations for the future 150

References 152

Annex 5.A. List of policy approaches 153

Figures 8

Figure 1.1. Enrolment and participation in education have stagnated since 2012 20

Figure 1.2. From classroom to career - Mathematics skills are falling behind 21

Figure 1.3. Changes in adults' numeracy proficiency differ among countries 21

Figure 1.4. Incidence of qualification, skills and field of study mismatch 22

Figure 1.5. Change in preparedness for digital learning 23

Figure 1.6. Pre-primary attendants perform better in mathematics than peers who did not attend, or attended for less than a year 25

Figure 1.7. Age difference in socio-emotional skills 27

Figure 1.8. Adult skills are dropping with age 29

Figure 2.1. Pre-primary education is associated with better mathematics performance and self-efficacy in mathematics 37

Figure 2.2. Attending ECEC is associated with a growth mindset 47

Figure 2.3. Frequent home-learning activities are linked to higher mathematics achievement 55

Figure 3.1. Higher performers in mathematics tend to have better self-directed learning 70

Figure 3.2. Students' engagement in digital resources can increase pedagogical effectiveness 78

Figure 3.3. Intrinsic motivation to learn is higher among students with more ambitious aspirations 82

Figure 3.4. Teacher support is an important influence on mathematics performance for adolescents 86

Figure 4.1. Participation in formal and non-formal education has decreased in many countries 103

Figure 4.2. Employers remain the main sponsors of adult learning in many countries 110

Figure 4.3. Continuum of Non-digital to Digital/AI based Training Approaches (examples) 111

Figure 5.1. Older workers are the least likely to participate in adult learning 134

Figure 5.2. Older adults reach the lowest average literacy proficiency scores 135

Figure 5.3. Older adults represent the largest share of low literacy performers 136

Boxes 9

Box 2.1. Lithuania - resources generated as part of building digital competencies of educators 46

Box 2.2. Japan - supporting will, skill and means for lifelong learning 47

Box 2.3. Finland - Mechanisms implemented as part of multi-professional teams in ECEC 50

Box 2.4. Thailand - Collaboration with cross-sectoral actors in ECEC 52

Box 2.5. Norway - Digital approaches in early childhood curriculum frameworks 53

Box 2.6. United Kingdom - Targeted entitlements in early childhood 57

Box 3.1. Austria - Curriculum reform in primary and lower secondary education 75

Box 3.2. Estonia - Integrating AI applications into classrooms 76

Box 3.3. Adolescents' digital engagement: balancing opportunities and risks 78

Box 3.4. Portugal - modernising infrastructure of specialised technological centres 80

Box 3.5. Slovenia - Supporting means, skill and will of learners through modernised curricula 83

Box 3.6. Netherlands - Resources generated to support career orientation 91

Box 3.7. Northern Ireland (United Kingdom) - actors contributing to school programme delivery 92

Box 4.1. Sweden - Flexibility of scope to adapt to change 108

Box 4.2. Poland - Engaging actors to implement micro-credentials 111

Box 4.3. Estonia - A digital approach to lifelong learning 112

Box 4.4. Germany - Funding to support employers and workers to upskill 113

Box 4.5. Portugal - Some resources developed to enhance different actors' skills 115

Box 4.6. France - Supporting will, skills and means 118

Box 5.1. China - Mechanisms and actions to support older adults' learning needs 140

Box 5.2. United States - Scope and timeline of employment programmes for older adults 141

Box 5.3. German-speaking Community of Belgium - actors involved in the Digital Strategy 143

Infographics 8

Infographic 2.1. How policy strategies for early childhood vary according to their aims 40

Infographic 3.1. How policy strategies for early to mid-adolescents vary according to their aims 73

Infographic 4.1. How policy strategies for mid-career adults vary according to their aims 106

Infographic 5.1. How policy strategies for late-career adults vary according to their aims 138

Annex Tables 9

Annex Table 2.A.1. List of policies for early childhood 65

Annex Table 3.A.1. List of policies for early to mid-adolescence 98

Annex Table 4.A.1. List of policies for mid-adulthood 128

Annex Table 5.A.1. List of policies for approaching retirement 153