Annual hours of participation in formal and/or non-formal education and training, by educational attainment (2016)

The article analyzes lifelong learning indicators and trends in 33 European countries (EU member countries as well as Norway, Switzerland, Iceland, Macedonia and Serbia) based on Eurostat and World Bank data for 2002-2017. The problems of determining qualitative indicators of lifelong learning as well as monitoring and analysis of learning outcomes are revealed. The necessity for the creation of countries’ own information systems, in which the data are detailed by age and gender, types of education, learning and development methods is substantiated. The correlation analysis of the following quantitative indicators is carried out: early leavers from education and training, tertiary educational attainment, young people neither in employment nor in education and training, employment rates of recent graduates, adult participation in learning, formal and non-formal education and training participation, GDP per capita. Regional differences in life-long learning trends in Europe are identified by the method of tree clustering. The quality of the differentiation is iteratively optimized by the K-Means method. Three clusters of countries are distinguished which essentially differ in the following parameters: tertiary educational attainment, employment rates of recent graduates, adult participation in learning. Determinants of the lifelong learning development are analyzed in the context of achieving the sustainable development goals. The propositions on priorities in elaboration of the further lifelong learning policy for each clusters are substantiated, taking into account the need to adhere to the principles of social justice and economic efficiency.

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Participation in formal and/or non-formal education and training for employed persons, by gender (2016)

Education at a Glance 2021 - Education at a Glance ◽

10.1787/7dded477-en ◽

2021 ◽

Keyword(s):

Formal Education ◽

Education And Training ◽

And Training

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Education and Training in the Labour Force

Labour Employment and Work in New Zealand ◽

10.26686/lew.v0i0.1016 ◽

1970 ◽

Author(s):

Raewyn O'Neill

Keyword(s):

New Zealand ◽

Formal Education ◽

Tertiary Education ◽

Labour Force ◽

Education And Training ◽

Green Paper ◽

Sources Of Information ◽

Market Outcomes ◽

Capital Development ◽

And Training

In their 1997 green paper on tertiary education the Ministry of Education said, "to ensure our prosperity New Zealand needs to be a 'learning society' recognising the importance for all of our people to continue to develop new skills and knowledge throughout a person’s lifetime." Given the importance of an educated and adaptable workforce, there is surprisingly little information available on education and training undertaken in New Zealand. While some information is collected on those enrolled in study towards formal education qualifications, there is little available information on human capital development beyond this. One of the few sources of information is the Education and Training Survey (ETS), conducted in September 1996. This paper uses information collected in the ETS to look at the characteristics of those participating in education and training as well as the barriers to and reasons for participation in education and training. lt then goes on to compare the labour market outcomes of those people who participated in education and training with those who did not.

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