International organisations and governments have been talking about the challenges facing the global economy for some time. Labour markets are experiencing pressure due to ageing populations. The rapid pace of technological change is causing certain skill sets to become obsolete or outdated. The World Economic Forum estimates that by next year, 2025, half of all employees worldwide will need reskilling, not including all those currently unemployed¹.

Promoting and facilitating lifelong learning – defined as ‘the on-going access to the renewing of skills and the acquisition of knowledge²’ - is one solution being pursued at national and global level through a multi-stakeholder approach.

The benefits of lifelong learning are considerable. It is estimated that closing skills gaps around the world could boost global GDP by $11.5 trillion³. In the UK, if employment rates for those aged 50 to 64 matched the rates of those aged 35 to 49, the country’s GDP would increase by more than 5%⁴.

At an individual level, lifelong learning can:

• Improve employment opportunities and increase competitive advantage.

• Boost wellbeing through social interaction.

• Foster open mindedness and adaptability in an ever-changing world.

• Increase life satisfaction and personal fulfillment.

Supporting lifelong learning is also a savvy business decision as it:

• Helps with employee retention.

• Makes companies look more attractive to potential talent.

• Boosts overall business performance.

So, what does lifelong learning look like in practice? Research from the ILC⁵ as well as case studies from UNESCO Institute for Lifelong Learning⁶ provide examples of best practice from around the world. The findings show how a mix of different approaches can make lifelong learning a widespread mentality and behaviour:

• Inculcate a love and cultural expectation of learning from childhood. Japan has set aside space in the national curriculum for independent learning as well as activities that develop children's characters and socialisation for nearly 80 years. Their practice of ‘integrated teaching’ - where students guide and are guided by students of different ages - gives young people motivation to move up grades and helps them understand future expectations. These practices, combined with widespread provision of learning centres (Kominkans) around the country, ensure that Japanese citizens revere education and can access it well beyond their formal school days.
• Provide diverse and flexible learning provision through cross-sector collaboration. The city of Sao Paolo in Brazil partners with the NGO Brazilian Micro and Small Enterprises’ Support Service to establish entrepreneurship projects through formal and non-formal education. Webinars, workshops and training are offered to key groups, often from more marginalised parts of society such as youth, women and small business owners.⁷

• Support individuals to find the skillset and type of learning that suits them through skills assessments. Singapore runs a Career Conversion Programme, where people undergo skills assessments and are then retrained for a career in a new industry based on their current interests and skill levels.
• Increase public investment in education to reduce financial barriers. Education provision in the Netherlands is heavily subsidised by the government, making it one of the cheapest places in Europe to learn. Students on lower incomes can receive discounts of up to 80% of tuition fees. Additionally, there are comprehensive government loans to help with the cost of living and healthcare during their studies.
• Make learning accessible through a mix of community based, online/remote courses and employer support. South Korea’s government-sponsored ‘Massive Open Online Course’ platform in the Korean language (K-MOOC) offers hundreds of courses provided by 70 universities. South Korea also provides free, accessible learning centres throughout the country. In Suwon City for example, every resident has a learning centre that’s a 10-minute walk from their home.

While there is no one-size-fits-all approach, lessons can be drawn from these examples of best practice, and others around the world, to inform policies aiming to overcome the barrirs to wholesale adoption of lifelong learning. However, policymakers advise that the private sector will need to be involved, as businesses and communities play a crucial role preparing individuals for today’s challenges and tomorrow’s unknowns. Programmes like Shell NXplorers can play such a role, as one of the Shell NXplorers Pro students explains:

“In the future, the knowledge and skills I've gained from the NXplorers program, including thinking in terms of interconnected systems, planning for different possible futures, promoting sustainability, fostering innovation, working collaboratively and adapting to change, will be incredibly valuable. These abilities will help me tackle complex problems, make informed decisions in uncertain times, address global challenges, stay competitive, excel in teamwork, and thrive in a world that constantly evolves.” - Shell NXplorers Pro student

Ultimately, lifelong learning is crucial for unlocking a more prosperous and dynamic future, ensuring that societies remain innovative and inclusive.

• 1. Upskilling for shared prosperity: Insight Report. World Economic Forum. Available at: https://www3.weforum.org/docs/WEF_Upskilling_for_Shared_Prosperity_2021.pdf
  
• 2. Lifelong Learning. European Commission. Available at: https://www.eurofound.europa.eu/en/european-industrial-relations-dictionary/lifelong-learning
  
• 3, 4, 5. Redefining Lifelong Learning: Lessons from around the Globe. ILC. Available at: https://ilcuk.org.uk/wp-content/uploads/2024/02/Final-copy-lifelong-learning-report.pdf
  
• 6, 7. UNESCO Global Network of Learning Cities. UNESCO Institute for Lifelong Learning. Available at: https://www.uil.unesco.org/en/learning-cities?hub=38