This month the OECD also released further results from its 2023 Survey of Adult Skills (data collected as part of the Programme for the International Assessment of Adult Competencies (PIAAC)).
Unfortunately Australia did not participate in the survey in 2023, but the research still holds a number of important lessons for Australian policymakers and VET professionals.
The latest data is published in two reports:
- Getting Skills Right: Trends in Adult Learning – New Data from the 2023 Survey of Adult Skills
- What’s Missing in Adult Learning – and How Do We Fix It? Adult Skills in Focus #14
Collectively the OECD’s analysis finds that adult learning is failing to keep up with the pace of global change, including digitalisation, an ageing workforce, and the transition to a green economy.
Despite the growing need for upskilling, reskilling and lifelong learning, participation in adult learning has stagnated or declined across many countries, with only 40% of adults on average engaging in formal or non-formal education each year. This trend puts individuals and economies at risk, especially given individuals with lower education and incomes (who stand to benefit the most from upskilling and reskilling) are the least likely to participate.
Barriers to adult learning are identified as being both structural and motivational. Time and costs are key constraints, particularly for those in insecure and low-paid jobs. Sadly the research also finds that many adults lack the confidence to do more study, due to negative previous learning experiences. Some may also lack motivation because they perceive that the training on offer lacks relevance.
The report finds that adult learning is often too fragmented and short in duration to support significant career transitions. While short courses are more accessible, especially for adult workers, they do not usually lead to formal recognition or meaningful progression to further study. The research finds that nearly half of all non-formal training activities last just one day or less. Furthermore, a disproportionate amount of adult learning is focused on compliance issues, eg health and safety, rather than future-focused skills development such as enhancing digital and green skills.
Despite Australia not participating in the survey, the OECD recognise the importance of integrating microcredentials and recognition of prior learning into well-developed pathways that support long-term skills development. As such they recognise Australia’s National Microcredential Framework and Jobs and Skills Australia’s use of real-time labour market data as good practices in aligning learning with emerging job roles.
Finally, the report calls for systemic reform, not just isolated initiatives. Five key policy levers are recommended:
- expanding training leave
- offering financial incentives
- enhancing learning flexibility
- targeting underrepresented groups, and
- using labour market intelligence to guide provision.
For Australian VET professionals this means designing training that is accessible, relevant, and valued; ensuring learning environments foster learner confidence, especially for those from disadvantaged backgrounds; and emphasises the importance of connecting learning with real employment opportunities.
