Life-long Learning

Indicator definition: The quota of the population aged 25 to 64 currently in education or training (UN DESA 2003).

Goal: Measurement of education and training after primary/secondary/tertiary education, often during employment. Quantification of the goal varies between nations.

Policy Relevance: Cf. indicator “Adult secondary/tertiary schooling attainment level”. Life-long learning can increase the flexibility of workers and therefore improve adaption to new technologies or behavior to further sustainable development. Relevant for economic, social and ecological sustainability, and intragenerational justice.

Limitations of the indicator: Data is usually based on samples or census data. Biases are possible, as are unreliable results due to small sample sizes. The term life-long learning is not unambiguously defined yet (Aspin, Chapman 2000), leaving room for interpretation, and reducing comparability between countries.

Methodology: Cf. limitations of the indicator. It is recommended to implement basic guidelines to ensure comparability between regions and nations. There are no international standards yet.

Data source and availability: Data usually only available on national levels, data collected during censuses (i.e., often only every ten years) or via surveys, therefore, data is only available in long intervals.

Quality of the data: No seasonal adjustment necessary, level of aggregation low.

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