Lifelong learning and skills for the future

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EXECUTIVE SUMMARY. Lifelong learning is not a new concept – but it has never been more important. In the face of rapid technological innovation, the green transition, demographic shifts and evolving patterns of globalization and work, the ability of individuals and societies to keep learning and adapting to new realities is a critical foundation for inclusion and resilience. This report argues that lifelong learning should be elevated as a strategic policy priority – not just as a tool to increase productivity and facilitate sustainable growth, but also as a systemic enabler of personal and societal advancement, equity and decent work in the twenty-first century. However, despite the growing policy focus on lifelong learning and skills development, there remains a striking gap in comprehensive, authoritative, up-to-date research that captures the full scope of lifelong learning. Much of the existing evidence remains scattered and overemphasizes initial formal education, overlooking the diverse and dynamic ways people acquire and apply skills throughout life. This underscores the need to rethink lifelong learning beyond formal education and training. Learning takes place in many settings – in the classroom, at work, in communities and families – often through non-formal, informal or other non-traditional means. Yet, in this context, participation in lifelong learning beyond the classroom lags behind and remains uneven, and the systems that support it are often fragmented, under-resourced and poorly coordinated. Drawing from new survey and institutional data, big data analysis and impact evaluations, this report offers a comprehensive road map for countries to transform lifelong learning systems and use them to build inclusive and resilient labour markets. The report is organized in three parts. Part 1 lays the conceptual foundations, defining lifelong learning and mapping its development across education, work and society. Part 2 focuses on the world of work, examining which skills matter most for better employment outcomes and adaptability, using big data and novel methods. Part 3 brings these insights together, outlining the policy conditions for performing lifelong learning systems and effective skills programmes. Taken together, the findings offer a powerful call to action: inclusive, high-quality and responsive lifelong learning must be at the centre of labour market policy – and growth and development strategies more broadly – in an era of fundamental change.

Calling for a holistic vision of lifelong learning

Lifelong learning advances economic, social, civic and environmental goals. Beyond formal education, it supports workers’ access to decent employment at different ages, enterprise innovation, and societal well-being.

Quality training is out of reach for many workers and highly unequal

Especially low qualified and informal workers and those in smaller enterprises lack access to quality training leading to recognized skills and qualifications. This deepens inequalities, as lifelong learning fosters resilience in light of the digital, green and demographic transitions.

A narrow focus on technical skills, including AI and green tasks, is not enough

Online job postings show that employers often seek workers with rounded skills profiles, for example, pairing digital skills with teamwork, or cognitive abilities and green tasks with manual know-how. Such profiles are associated with better job quality.

Digitalization and the green transition are rewriting the skills landscape

There is significant demand for digital, technical and sustainability-related skills. Whether these transitions create decent work depends on workforce skills, infrastructure and industrial and employment policies.

Skills creating social value must be adequately valued and paid

Despite rising care demands among ageing populations in many regions, the skills required for care work often remain undervalued, illustrating gaps in how skills are recognized and rewarded.

Training pays off, but programme design matters

Global evidence shows that well-designed training programmes improve employment outcomes particularly for disadvantaged groups, especially when training is combined with complementary support and leads to qualifications.

Delivery often lags behind ambitious goals for cohesive lifelong learning systems

New institutional data shows that widespread fragmentation and weak implementation constrain progress. Strong governance, institutional coordination, sustainable financing and social dialogue shape success.