OECD Skills Outlook 2021
Learning for Life
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Lifelong learning is key if individuals are to succeed in labour markets and societies shaped by megatrends such as increases in life expectancy, rapid technological changes, globalisation, migration, environmental changes and digitalisation, as well as sudden shocks like the COVID-19 pandemic. In a fast-changing and uncertain world, lifelong learning can help individuals adapt and become resilient to external shocks. While government support remains valuable to ensure that major structural changes do not lead to deep tears in the social fabric, creating a culture of lifelong learning gives individuals themselves agency to manage change. This calls for evidence on the best ways to support lifelong learning journeys, so that individuals can “learn how to learn”. This edition of the OECD Skills Outlook 2021 explores how policies, particularly those that govern skills development and use, can best promote lifelong learning for all. The report exploits comparative quantitative data to highlight the key role played by socio-emotional and motivational factors in shaping successful engagement with lifelong learning. While such factors are essential to sustain lifelong learning in general, the pandemic has further increased their relevance.
Also available in: French
Lifelong learning trajectories: The transition from compulsory schooling to young adulthood
This chapter examines the accumulation of information-processing skills over the life course, with a particular emphasis on the transition between the end of compulsory schooling and young adulthood. It highlights differences across countries in literacy achievement between age 15 and ages 26‑28 among the overall population, and among high and low achievers. It illustrates differences in achievement growth across youngsters from families with tertiary-educated parents and those coming from families with parents who achieved at most an upper-secondary degree. It considers the factors associated with the acquisition of skills at a young age, with a particular emphasis on learning opportunities that occur in employment, education and training. The chapter concludes by examining secondary students’ attitudes and expectations for their future, as well as the opportunities allowing them to make informed educational and career choices.
Also available in: French
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