Participation in adult learning, by country
Participation in adult learning, by socio-demographic characteristics
Learner’s profiles characterising willingness to train and participation in adult learning, by country
Personal factors related to workers’ likelihood of being disengaged from available adult learning
Average proficiency score in literacy, numeracy and problem-solving skills, by participants’ drive to learn
Employer characteristics related to workers’ likelihood of being disengaged from available adult learning
The “inactive but motivated” often belong to the groups at risk of exclusion, while the “active seeking more” are more likely to be high-skilled individuals striving for additional training opportunities
The “inactive but motivated” and “active learners seeking more training” report different contextual barriers to participation in adult learning
Percentage of the reported barriers to participation among inactive but motivated adults aged 55-65, OECD countries
Half of satisfied learners participate in adult learning to excel in their jobs
Hours of non-formal and informal learning, by country
Estimated impact of COVID-19-related reductions in economic activity on workers’ ability to learn, by country
Impact of COVID-19-related reductions in economic activities on the number of learning hours, by sector
Probability of being affected by the sectoral shutdown during widespread lockdowns, by country and educational attainment
Feasibility of working remotely
Average weekly impact on the number of learning hours during widespread shutdowns
List of online tables for Chapter 4