Unequal participation in lifelong learning : patterns, barriers, and opportunities

In an era of rapid digitalisation and automation, strong cognitive skills are essential for individuals to adapt to technological changes. Lifelong learning plays a crucial role in maintaining and enhancing these skills. While initial education lays the foundation for essential skills, lifelong learning is crucial for equipping individuals with the skills needed to keep pace with evolving technologies. However, not all adults have equal opportunities to participate. Using data from the Programme for the International Assessment of Adult Competencies (PIAAC), this study examines the socio-demographic patterns of participation in lifelong learning in Flanders. Our analysis distinguishes between formal, non-formal, and informal learning (Boeren, 2016). Results confirm that participation in all three forms is positively associated with literacy skill scores (Van Nieuwenhove et al., 2025). The relationship between participation in lifelong learning and adult literacy suggests that engaging in training activities can be a key factor in keeping adults' skills up to date in a changing society. We explore which socio-demographic groups are more or less likely to engage in lifelong learning and identify barriers influencing participation. Findings indicate that older adults, less educated adults, adults with a migrant background and adults out of labour force participate less frequently in non-formal training activities (Van Nieuwenhove et al., 2025). The most frequently mentioned barriers to (further) participation in non-formal learning were work obligations, followed by family responsibilities and constraints related to the time and location of the course. Identifying these participation gaps and barriers is essential for designing targeted policies that enhance access to lifelong learning and ensure equitable skill development. Without such efforts, digital transformations risk reinforcing existing inequalities. This study contributes to the discussion on lifelong learning by providing empirical evidence on its accessibility across different socio-demographic groups, emphasising the importance of policies that support skill development for all.