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.
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Attitudes and dispositions: The foundations of lifelong learning
This chapter presents evidence on the effectiveness of different education systems in promoting lifelong learning attitudes (LLLAs) in children. Teachers and parents play a key role in encouraging children to develop lifelong learning attitudes. Using data from the Programme for International Student Assessment (PISA) on 15‑year‑old students, the chapter shows that socio‑economically disadvantaged students, boys and students with an immigrant background often lag behind their peers in developing lifelong learning attitudes. Such disparities, however, can be reduced. The chapter considers the role lifelong learning attitudes play in general, as well as their unique value in promoting learning during the disruptions to regular schooling produced by the COVID‑19 pandemic.
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