목차
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
