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https://www.oecd.org/en/publications/a-conceptual-foundation-for-the-development-of-a-lifelong-learning-measurement-framework_27e5a619-en.html
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Title page 1
Contents 7
Foreword 4
Abstract 5
Acknowledgments 6
Executive Summary 10
1. Introduction 13
1.1. Multidimensional data space of LLL 14
1.2. From conceptual framework to data framework 16
1.3. Distinguishing data to inform research, policy design, and coordination 17
1.4. Organisation of the report 18
References 18
2. Enabling societal coordination and interactions between citizens' needs and structures 20
2.1. History and accumulation of interactions: educational careers and pathways 21
2.2. Co-ordination of learning needs: optics on who and what decides the learning needs 22
2.3. Coordination of current and future learning needs: navigating life transitions and aspirations 24
2.4. Skills surplus, deficits, and shortages: impacts on organisations and communities 24
2.5. Policy instruments for effective coordination in LLL 25
References 27
3. Conceptualising the learning needs, and demand of stakeholders 29
3.1. Learning needs and demands of citizens, organisations, communities, and nations 30
References 33
4. Understanding the prevalence and diversity of supply of learning opportunities 37
4.1. Traditional understandings of learning activities 38
4.1.1. Flexibilisation of formal education 39
4.1.2. Hybridisation of non-formal education and informal learning 40
4.2. Towards a revised conceptual framework of learning categories 41
4.3. Situated provisions across institutional clusters 42
4.3.1. Formal education cluster 44
4.3.2. Employer cluster 45
4.3.3. Welfare policy cluster 45
4.3.4. Civic cluster 46
References 47
5. Accounting for learning outcomes as key drivers of coordination, demand and supply 53
5.1. Setting, valuing, and researching learning objectives and outcomes for effective coordination 54
5.2. Approaches to understanding and assessing learning needs and outcomes 56
6. Distinguishing data purposes and needs: informing research, policy design, and coordination needs 58
6.1. Research: uncovering patterns, relationships, insights and nuances 59
6.2. Policy design: informing the policy process 59
6.3. Coordination: aligning needs and opportunities 60
References 61
7. Toward furthering data and indicator development 62
7.1. Cross-sectional surveys development 63
7.2. Longitudinal survey development 64
7.3. Administrative data development in international contexts: negotiations, concepts, and comparative indicators 65
7.4. Cumulative records of qualifications and capabilities: managing transitions 65
7.5. Data integration: combining survey, administrative, and big data sources 67
7.6. References 68
8. Conclusion and recommendations 70
8.1. Summary of framework 71
8.1.1. Bridging conceptual foundations to data focus: methods, tools, and examples 71
8.1.2. Key insights from the framework 72
8.2. Suggestions for implementation 73
8.2.1. Demand: enhancing needs assessment 73
8.2.2. Supply: expanding provision mapping 74
8.2.3. Coordination: strengthening systemic alignment 74
8.2.4. Cross-cutting: building resilient LLL ecosystems 75
8.3. Next steps 75
8.4. References 76
Annex A. Theoretical foundations of the LLL conceptual framework 77
Annex B. Approaches to understanding and assessing learning needs and outcomes 80
B.1. Qualification approach: individual, organisational, and collective perspectives 80
B.2. Direct skills assessment approach 81
B.3. Skills use and mismatch approach 82
B.4. Understanding dispositions to participation approach: motivations, attitudes, and barriers 83
B.5. Workplace and organisational learning and needs approach 84
B.6. Desirable outcomes approach: individual and family level 85
B.7. Desirable outcomes approach: public and collective level 85
Annex C. Suggested indicators and questions to explore within the framework 87
C.1. Core data and information for learning needs and demand 87
Addressing data gaps 88
Innovative data solutions 89
Key indicators, research questions, and policy questions 89
C.2. Core data and information for learning opportunities 90
Core data and indicators 90
Addressing data gaps 90
Innovative data solutions 91
Key indicators, research questions, and policy questions 91
C.3. Core data and information for coordinating lifelong learning 92
Core data and indicators 92
Addressing data gaps 93
Innovative data solutions 93
Key indicators, research questions, and policy questions 93
C.4. Summary boxes 94
C.4.1. Demand: measuring capability gaps 94
C.4.2. Supply: Mapping Diverse Provisions 96
C.4.3. Coordination: Aligning pathways and policies 97
References 98
Figure 1.1. Multidimensional space of LLL 15
Figure 1.2. LLL conceptual framework 16
Figure 3.1. The Multi-Level Ecology of LLL Needs 32
Figure 4.1. Flexibilisation and hybridisation of learning activities 40
Figure 4.2. Revised conceptualisation of LLL activities with examples of various types of learning 41
Figure 4.3. Embeddedness of learning activities in institutional clusters 43
Figure 5.1. Learning data points to learning outcomes 55
Annex Boxes 9
Box A C.1. Demand Indicators 95
Box A C.2. Supply Indicators 96
Box A C.3. Coordination Indicators 97
Box A C.4. Resilient Data Ecosystems Indicator 98
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