Lifelong learning and skills for the future

The International Labour Organization presents lifelong learning as a strategic policy priority for inclusion, resilience, decent work and sustainable development in the context of rapid technological change, the green transition, demographic shifts and changing patterns of work. The report argues for a broader understanding of lifelong learning that extends beyond formal education to include non-formal and informal learning in workplaces, communities and families. It proposes an integrated framework spanning education, learning in the world of work, and broader societal learning, while highlighting persistent inequalities in access, particularly among women, informal workers, lower-skilled workers and other underserved groups.

The report finds that labour market success increasingly depends on combinations of skills rather than isolated competencies. Socio-emotional and cognitive skills are consistently in demand, while manual skills remain important when combined with cognitive or socio-emotional capabilities. Digitalisation, the green transition and demographic change are reshaping skills requirements, making adaptable and transferable skills increasingly important, but the benefits of these skills vary across countries, occupations and worker groups. The report therefore emphasises balanced skills portfolios and the need to connect skills development with broader labour market conditions, including wages, working conditions and access to technology.

Effective lifelong learning systems require more than training provision alone. The report identifies strong governance, coordination, sustainable financing, social dialogue, accessible learning opportunities and quality assurance as key enabling conditions. It recommends inclusive and flexible learning pathways, recognition of prior learning, targeted support for underserved groups and regions, stronger alignment between learning provision and labour market transitions, and shared responsibility among governments, employers, workers and training providers. Overall, lifelong learning should be treated as a long-term public policy investment and a shared responsibility, rather than a collection of fragmented initiatives, so that workers and societies can adapt to economic and technological change without leaving vulnerable groups behind.