International organisations have measured adult learning participation since the 1990s, using surveys like the Adult Education Survey (AES) and the Programme for the International Assessment of Adult Competencies (PIAAC). These surveys employ a 'triadic' classification of learning activities -- formal (FAE), non-formal (NFE) and informal learning…

In response to recent shifts in the global economy, there has been a growing academic interest in adult education and training (AET), enabling adults to meet the ever-changing demands of the workforce. However, empirical findings offer nuanced evidence on the most influential factors among various aspects. This study aims to reexamine the…

This research memorandum highlights the collaborative efforts of the numeracy panel for the ETS Return on Investment (ROI) Study, Phase 1, comprising David Tout, Kees Hoogland, and Javier Díez-Palomar, in developing their research memorandum, "Improving the Quality of Numeracy Skills: Progressing from Level 2 to Level 4 on the PIAAC Cycle 2…

Adult literacy skills are critical assets of individuals as well as societies in terms of economic (e.g., human capital) and social well-being. Thus, it is important to monitor the long-term trends and sources of skill gain/loss. Yet, temporal sources of adult literacy skill variation are understudied. The current study analyzed three comparable,…

This study used PIAAC process data to examine time-related allocation patterns (time for the first action, total time, last action) of low-skilled, relative to higher-skilled, adults on digital literacy items. Results suggest that less-skilled (Level 2) and higher skilled adults (Levels 3-5) exhibited similar time allocation patterns; however,…

This article explores the framing of youth and adult education (YAE) policies in two Latin American countries, namely Chile and Peru. It takes their participation in PIAAC as a contextual starting point to unravel the problems explicitly or implicitly framed in YAE policies and their root causes, as understood by key policy stakeholders. We found…

This study uses Program for the International Assessment of Adult Competencies (PIAAC) data to examine latent profiles of engagement in reading, numeracy, writing, and computer skills-use for U.S. adults with low literacy skills. Additionally, we examine how these profiles relate to overall literacy performance and demographic heterogeneity.…

A sizeable proportion of adults has learning disabilities (LD); along with having LD, incidence of other disabilities and health conditions is a concern. Adults with LD face educational and employment challenges as well. Little is known about their skills in numeracy and digital literacy and how they use those skills, whether in the workplace or…

We study the relationship between adult education and training (AET) and employment in Sweden. Exploiting rich data from the Programme for the International Assessment of Adult Competencies, and using an inverse-probability weighted regression-adjustment estimator, we find that AET is positively related to the probability of doing paid work. This…

This study explores the relation between risk of job automation and participation in adult education and training (AET) and examines variation in that relation across welfare regimes distinguishing between situational and institutional barriers. Using microdata of PIAAC, we analyze participation in formal or nonformal AET for job-related reasons…

This study examined the associations between adult education and training (AET) participation, educational attainment, literacy skills, gender, and race/ethnicity among the U.S. adult population aged 25 to 65 years old (n = 5,450). Given the socioeconomic advancements of women and racial/ethnic minorities in the last few decades, including higher…

Access to lifelong learning opportunities has long been discussed in terms of the economic benefits conferred by access to and engagement in further education by members of the labor force, particularly within the global knowledge economy. However, equitable access to lifelong education opportunities, particularly for low-skilled adults in the…

The research team examined the associations between adult education and training (AET) participation, educational attainment, literacy skills, gender, race, and ethnicity among the U.S. adult population aged 25- to 65-years old (n = 5,450). As more women and racial/ethnic minorities make educational and economic advancements, it is important to…

Learning disabilities (LD) impact the lives of many U.S. adults, who may also have other disabilities and health conditions. Adults with LD face educational and employment challenges. Little is known about their skills in digital literacy and how they use those skills at work or at home. The study's objective was to investigate digital literacy…

The shift to a knowledge society has transformed the way we live and work, which is especially challenging to adults with low education levels. Adult education could be the answer, but low-educated adults participate least in adult education. The present study uses data from the Programme for the International Assessment of Adult Competencies to…