Participation in education and training (based on EU-LFS, ESMS metadata file), Adult Education Survey (ESMS metadata file), Continuing vocational training in enterprises (ESMS metadata file), Adult learning statistics - characteristics of education and training, Vocational education and training statistics, https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Glossary:Lifelong_learning&oldid=418567. The Copenhagen process, established in 2002, lays out the basis for cooperation in vocational education and training (VET) between 33 European countries. Published 8 February 2017 Brexit transition. That includes 58 percent who read a how-to publication, 35 percent who attended a club or meeting, 30 percent who attended a convention or conference, 25 percent who took an in-person course and 16 percent who took an online course. 74% of adults are what we call personal learners – that is, they have participated in at least one of a number of possible activities in the past 12 months to advance their knowledge about something that personally interests them. museums. This post discusses some of the biggest ones we see. 73% of adults consider themselves lifelong learners. The launch of the EQF aims to help employers and individuals compare qualifications across the EU’s diverse education and training systems: it encourages countries to relate their national qualifications systems to the EQF so that all new qualifications issued from 2012 carry a reference to an appropriate EQF level. Statistics Norway has overall responsibility for providing statistics on Norwegian society. This page was last modified on 15 January 2019, at 12:02. Employers were the most common providers of non-formal education and training activities, providing more than one third (33.8 %) of such activities in the EU according to the 2016 adult education survey (see Table 3). In June 2010, the European Commission presented a 10-year vision for the future of vocational education and training in a Communication titled ‘A new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy’ (COM(2010) 296 final). courses (which are further distinguished into classroom instruction, private lessons and combined theoretical-practical courses including workshops); This page was last modified on 12 May 2020, at 16:48. These include the European Qualifications Framework (EQF), Europass, the European Credit System for VET (ECVET), and the European Quality Assurance Reference Framework for VET (EQAVET). Participation in education and training among older persons was particularly low in Romania and Greece. The denominator used for the ratios derived from LFS data consists of the total population of the same age group, excluding those who did not answer the questions concerning participation in (formal and non-formal) education and training. Adult learning usually refers to learning activities after the end of initial education and is a vital component of the EU’s lifelong learning policy. 5 Mental health benefits of lifelong learning. Lifelong learning implies investing in people and knowledge; promoting the acquisition of basic skills, including digital literacy and broadening opportunities for innovative, more flexible forms of learning. Employers provided almost two thirds of non-formal education and training in Bulgaria, and three fifths of such activities in Hungary. This page has been accessed 21,012 times. Adult learning means the participation of adults in lifelong learning. The proportion of the population who had participated in adult learning was higher among women (11.9 % in 2019) in the EU than among men (9.8 %); the shares for men and women were both higher in 2019 than they had been five years earlier. This article provides an overview of adult learning statistics in the European Union (EU), on the basis of data collected through the labour force survey (LFS), supplemented by the adult education survey (AES). (see Table 1). In general, lifelong learning encompasses all purposeful learning activities, whether formal, non-formal or informal, undertaken on an ongoing basis with the aim of improving knowledge, skills and competences. Don’t just take it from me – trust the experts! The AES covers adults’ participation in education and training (formal, non-formal and informal learning) and refers to any education and training in which respondents may have participated during the 12-month period preceding the interview. The target population of Eurostat’s adult learning statistics is the population aged 25-64. The largest gender difference, in percentage points, was in Sweden, where the participation rate for women was 16.8 percentage points higher than for men. The AES is implemented in EU Member States, EFTA countries and candidate countries. In 2016, 59.9 % of adults aged 25-64 in the EU reported participation in any informal learning in the 12 months preceding the interview (see Table 4). Additional and more detailed information on adult learning is available from the adult education survey (AES). Adult learning usually refers to learning activities after the end of initial education and is a vital component of the EU’s lifelong learning policy. Denmark, Finland and Sweden stood out from the other EU Member States as they reported considerably higher proportions of their respective adult populations participating in lifelong learning in the four weeks preceding the interview, ranging from 25.3 % to 34.3 %. Based on GRALE 4 and the data collected from 18 Arab states, this regional report assesses the status of adult learning and education (ALE) in the region, with a focus on participation from the perspective of equity and inclusion. The target population for adult learning statistics refers to persons aged between 25 and 64 years. This article provides an overview of adult learning statistics in the European Union (EU), on the basis of data collected through the labour force survey (LFS), supplemented by the adult education survey (AES).