OECD Skills Strategy Implementation Guidance for Flanders, Belgium
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The OECD Skills Strategy implementation guidance for Flanders identifies nine distinct adult learner profiles that reveal significant challenges in participation rates for adult education, particularly among low-skilled individuals. The report emphasizes the need for targeted, tailored lifelong learning policies to address the diverse motivations and barriers faced by each profile, including financial, time-related, and health obstacles. Key insights suggest that existing initiatives should enhance outreach and provide accessible opportunities and incentives to improve engagement in learning among adults, especially those most in need.
OECD Skills Strategy Implementation Guidance for Flanders, Belgium
- 1. OECD SKILLS STRATEGY IMPLEMENTATION GUIDANCE FOR FLANDERS: Andrew Bell Head of OECD Skills Strategies OECD Centre for Skills https://www.oecd.org/skills/centre-for-skills Launch event – 16 May 2022 The Faces of Learners in Flanders
- 2. 2 Agenda for this presentation The nine adult learner profiles A comparison of the characteristics of the adult learner profiles Key policy insights of each adult learner profile Using the profiles collectively to support policy making Moving forward Context and objectives of the project 1 2 3 4 5 6
- 3. 3 1. CONTEXT AND OBJECTIVES OF THE PROJECT OECD Centre for Skills https://www.oecd.org/skills/centre-for-skills
- 4. 4 Participation in learning of the groups most in need of upskilling/reskilling is lagging behind A comparatively large share of adults is not motivated to learn Many adults do not have the skills they will need for success in the labour market and society of the future • 47 percentage-point gap in participation rates in adult learning between low- and high-skilled individuals • 42% of the population does not participate and does not want to participate • 37% of Flemish adults has low basic digital skills Despite being a high performer, Flanders is still facing various well-documented adult learning challenges
- 5. Existing initiatives could better respond to the identified challenges Paid educational leave Training vouchers Training credit Sectoral training funds … but their impact could be further enhanced • Support structures and information/guidance do not always reach the groups most in need • Existing target groups do not fully consider the diverse motivations, combinations of obstacles, and other group-specific characteristics of adults Career guidance vouchers Registration fee exemptions Strategic transition support Tax deduction SME wallet Many initiatives already in place….
- 6. 6 Objective of the “The Faces of Learners” report Make lifelong learning policies more targeted and tailored to the needs of learners… …. by applying a segmentation approach to identify learner profiles that share a set of characteristics related to their participation
- 7. Acknowledging that adults often face multiple obstacles 7 Advantages of applying a segmentation approach Acknowledging the large heterogeneity in common target groups (e.g. low-educated, unemployed) Taking stock of different attitudes towards learning
- 8. 8 Building on knowledge and insights from stakeholders and experts in Flanders Supported by a multi-disciplinary project team Involved a long list of stakeholders in workshops Used insights from an extensive range of studies
- 9. 9 2. THE NINE ADULT LEARNER PROFILES OECD Centre for Skills https://www.oecd.org/skills/centre-for-skills
- 10. 10 The four categories of motivational profiles
- 11. 11 A. Unmotivated adults – Profile 1 and 2 Motivations and obstacles Characteristics • Not motivated to participate in education and training. • Adults with this profile do not report obstacles as the primary reason for their non-participation • The lowest education level of all profiles (41% is educated below the upper secondary level). • Largest share of adults not in employment (13% is unemployed and 34% is inactive) • Employed adults in this profile mainly work in jobs requiring low- to mid-level skills, often working in manufacturing, and have a high risk of automation. • Comparatively old and a significant minority of non-native speakers. • Not motivated, and not perceiving a need to participate in education and training. • Largely the result of large age and health barriers. • Oldest group of adult learners. • Inactive workers are often retirees. • Comparatively low-educated • Jobs in small businesses with highest risk of automation. • The majority of adults does not learn informally 1. Disengaged from learning 2. Unmotivated due to age and health obstacles 19% 18%
- 12. 12 B. Motivated, but facing obstacles – Profile 3 and 4 3. Motivated but facing time-related obstacles 4. Motivated but facing multiple obstacles • Majority of adults are motivated to learn but face time-related obstacles due to either a busy schedules or family responsibilities. • Motivated to engage in learning • Facing a range of obstacles, incl. high cost, no suitable learning offers, as well as health and age related obstacles. • Largest shares of both adults in a relationship with children (69%) and single parents (9%). • The youngest non-participating group and many women. • The highest educated. • Almost all working and most are in full time jobs. • Profile where the majority learns informally. • Incomes of adults with this profile are comparatively low. • Large share of adults in medium-high skilled occupations, with jobs in small business, and with the highest risk of automation of all profiles. • Smallest share of adults participating in informal learning. 6% 9% Motivations and obstacles Characteristics
- 13. 13 C. Extrinsically motivated – Profile 5, 6, and 7 Motivations and obstacles Characteristics 5. Reluctant but required to participate • Participating in learning, but only because they are required to do so by the employer or by law. • Very young profile – 47% under age of 35. • One of the lowest-educated participating profiles (still more educated than any non-participating profile). • Large share of unemployed adults (9%). • Relatively large share of participants in informal learning (76%). 6. Participating in response to work pressures 7. Participating to strengthen career prospects • Participating to adapt to workplace changes or to perform better in their current job. • Participating to improve job prospects, and increase professional possibilities. • Adults are older and more often employed. • Jobs with low risk of automation. • Lowest participation rate in informal learning among the participating profiles. • Majority is women (63%), very high educated, and very young. • Largest share of part time workers (22%), often with professional occupations. • High intensity of learning and participation in informal learning. • The largest proportion of part time workers 17% 5% 16%
- 14. 14 D. Intrinsically motivated – Profile 8 and 9 Motivations and obstacles Characteristics 9. Participating for professional and personal development 8. Participating for personal development • Intrinsically motivated, but for personal interests unrelated to work, e.g. explore personal interests and passions. • Intrinsically motivated to achieve work related objectives • The highest educated group. • Highest share of adults in high skill, professional occupations – often in health and social work, and education – with high household wealth. • Most adults participate in informal learning (84%) • Highly educated adults. • Working predominantly in high-skilled occupation (often managerial positions) • Jobs in medium- to large-sized firms with long tenure and with the highest household income of all profiles. • Training generally provided by the employer. 3% 7%
- 15. 15 3. A COMPARISON OF THE CHARACTERISTICS OF THE ADULT LEARNER PROFILES OECD Centre for Skills https://www.oecd.org/skills/centre-for-skills
- 16. 16 Older adults are concentrated in profiles characterised with the lowest levels of motivation By age groups 1.Disengaged 2.Age & health obstacles 3.No time 4.Multiple obstacles 5.Required 6.Work pressures 7.Career prospects 8.Personal 9.Professional & personal Age groups 25-34 35-44 45-54 55-64 Adults not participating in non-formal or formal learning activities Adults participating in non-formal or formal learning activities A. Unmotivated B. Motivated, but facing obstacles C. Extrinsically motivated D. Intrinsically motivated
- 17. 17 Low education levels are strongly associated with low motivation and non-participation in learning By education level 1.Disengaged 2.Age & health obstacles 3.No time 4.Multiple obstacles 5.Required 6.Work pressures 7.Career prospects 8.Personal 9.Professional & personal Education level Below upper secondary Upper secondary Tertiary Adults not participating in non-formal or formal learning activities Adults participating in non-formal or formal learning activities A. Unmotivated B. Motivated, but facing obstacles C. Extrinsically motivated D. Intrinsically motivated
- 18. 18 Adults who are participating in learning are more often in employment By labour market status 54 58 79 64 81 87 88 85 90 34 39 19 34 10 8 9 12 9 13 3 2 2 9 5 3 3 2 0 10 20 30 40 50 60 70 80 90 100 1.Disengaged 2.Age & health 3.No time 4.Multiple obstacles 5.Required 6.Work pressures 7.Career prospects 8.Personal 9.Professional & personal Non-participating Participating % Employed Unemployed Inactive
- 19. 19 The most vulnerable groups in the labour market are less likely to participate in learning By automation risk 1.Disengaged 2.Age & health obstacles 3.No time 4.Multiple obstacles 5.Required 6.Work pressures 7.Career prospects 8.Personal 9.Professional & personal Risk of automation Very low risk (<40%) Low risk (40-50% Significant and high risk (>50%) Adults not participating in non-formal or formal learning activities Adults participating in non-formal or formal learning activities A. Unmotivated B. Motivated, but facing obstacles C. Extrinsically motivated D. Intrinsically motivated
- 20. 20 By participation in informal learning 1.Disengaged 2.Age & health obstacles 3.No time 4.Multiple obstacles 5.Required 6.Work pressures 7.Career prospects 8.Personal 9.Professional & personal 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Pariticpation rate informal learning Adults not participating in non-formal or formal learning activities Adults participating in non-formal or formal learning activities A. Unmotivated B. Motivated, but facing obstacles C. Extrinsically motivated D. Intrinsically motivated Adults who participate in non-formal and formal learning are also more likely to engage in informal learning
- 21. 21 4. KEY POLICY INSIGHTS OF EACH ADULT LEARNER PROFILE OECD Centre for Skills https://www.oecd.org/skills/centre-for-skills
- 22. 22 A. Unmotivated adults – Profile 1 and 2 Information and guidance alone is insufficient to boost learning among ‘unmotivated’ adults – they also require access to relevant adult learning opportunities and incentives to learn Most important policy levers Key insights for policy making A broad package of policies is required, including information and guidance services, accessible learning opportunities, learning incentives Existing information and guidance services often do not respond effectively to the diverse and multiple needs of ‘unmotivated’ adults 1. Disengaged from learning 2. Unmotivated due to age and health obstacles Active outreach by stakeholders in most direct contact with these adults can help to increase their participation in learning Insights into the motivations and obstacles faced by these adults can be used to better tailor information and guidance services
- 23. 3. Motivated but facing time-related obstacles 4. Motivated but facing multiple obstacles 23 B. Motivated, but facing obstacles – Profile 3 and 4 Most important policy levers Key insights for policy making Financial and non- financial incentives are important to address the obstacles they face Raising awareness of training leaves and encouraging firms to provide more on-the-job learning opportunities would help to raise participation by adults facing time-related obstacles Financial incentives for individuals and employers could be better designed to encourage participation in learning by adults facing a lack of support and cost obstacles Incentives should be complemented with tailored and targeted information and guidance on the availability of incentives and learning opportunities
- 24. 5. Reluctant but required to participate 6. Participating in response to work pressures 7. Participating to strengthen career prospects 24 C. Extrinsically motivated – Profile 5, 6, and 7 Most important policy levers Key insights for policy making Many are already benefitting from the existing incentives as well information and guidance services The motivation to continue learning can be boosted through the provision of high quality and relevant learning opportunities. Information and guidance is important to build a culture of lifelong learning, even among those who already have a strong motivation to learn.
- 25. 9. Participating for professional and personal development 8. Participating for personal development 25 D. Intrinsically motivated – Profile 8 and 9 Most important policy levers Key insights for policy making Support measures are less crucial for their participation – their intrinsic drive to learn is often enough Even the most motivated learners may need incentives and supports to maintain their strong engagement in learning
- 26. 26 6. HOW THE PROFILES CAN BE USED COLLECTIVELY TO SUPPORT POLICY MAKING OECD Centre for Skills https://www.oecd.org/skills/centre-for-skills
- 27. 27 Using the profiles for evaluation and monitoring For what? To ensure that adult learning policies are appropriately targeted and tailored to the distinct needs of different learners at the design phase. What could be done? To reveal the extent to which targeted and tailored adult learning policies actually improve learning motivation and participation for different learner profiles. Strengthen ex-ante policy evaluation practices Strengthen ex-poste policy evaluation
- 28. 28 Using the profiles to strengthen the provision of information and guidance services What could be done? Providers of information and guidance to adults about learning should be made aware of the adult learner profiles Implement tailored information to different learner profiles using digital advertising tools The learner profiles could be input directly to learning and career guidance Make information on online portals more targeted and tailored to the needs of different learners
- 29. 29 Using the profiles to support the design of the Flemish ILA What could be done? Make the individual learning account (ILA) to some degree targeted and/or tailored to vulnerable groups. Make use of the profiles' tailored messages to support targeted and tailored communication linked to learning and career account
- 30. 30 6. MOVING FORWARD OECD Centre for Skills https://www.oecd.org/skills/centre-for-skills
- 31. Examine and compare the findings on this report with other studies in Flanders, in particular the ‘customer journeys’ study 31 Possible next step – complement findings with insights from other sources Further assess the skills associated with the profiles, including by using PIAAC data Qualitative sources Quantitative sources
- 32. Making lifelong learning a reality for all in Flanders
- 33. To learn more about the OECD’s work on skills visit: www.oecd.org/skills/ 33 To discuss OECD’s work on skills, contact: andrew.bell@oecd.org, OECD Centre for Skills