The aim of this study was to examine the participation of adults in OECD countries in formal education and lifelong learning activities according to OECD Education at a Glance 2017 data. In the study, descriptive screening model was used as it was intended to enlighten and evaluate a situation. Document review was used to collect the data of the…

We use PIAAC data to study the relationship between parental education and educational success among adults from 23 advanced economies. We consider educational success in terms of both educational "attainment" (formal qualifications) and educational "achievement" (competencies) and in both "absolute" and…

Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers' careers. As the COVID-19 pandemic has made face-to­-face professional learning challenging or impossible for teachers to attend in many contexts, online professional learning options for…

This article focuses on evidence regarding cross-national patterns of participation in adult education and an interpretation of these patterns from an institutional and public policy perspective. The interpretation follows from the perspective that sustaining high and widely distributed levels of investment in the development and maintenance of…

This publication is the outcome of the international conference organized by UNESCO Institute for Lifelong Learning (UIL), in collaboration with the Centre for Validation of Prior Learning at Inholland University of Applied Sciences, the Netherlands, and in partnership with the French National Commission for UNESCO that was held in Hamburg in…

This article explores how far research findings about successful pedagogies in formal post-school education might be used in non-formal learning contexts--settings where learning may not lead to formal qualifications. It does this by examining a learner outcomes model adapted from a synthesis of research into retention. The article first…