Continuous learning in working life in Finland.

Institution	OECD
Titel	Continuous learning in working life in Finland.
Quelle	Paris: OECD (2020), 96 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Getting skills right
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-92-64-11741-9; 978-92-64-38876-5; 978-92-64-63549-4; 978-92-64-87262-2
DOI	10.1787/2ffcffe6-en
Schlagwörter	Bildungsbeteiligung; Formale Bildung; Informelle Bildung; Arbeitsmarkt; Erwachsenenbildung; Erwachsener; Finanzierung; Partizipation; Berufsbildung; Weiterbildung; Qualifikation; Bericht; Bildungsbeteiligung; Formale Bildung; Partizipation; Finanzierung; Berufsbildung; Arbeitsmarkt; Qualifikation; Weiterbildung; Erwachsenenbildung; Bericht; Erwachsener
Abstract	Finland's skill development system is one of the most successful in the OECD. The country's 15-year old students have been amongst the top performers of all the countries participating in the Programme for International Student Assessment (PISA) since its first edition in 2000. Its adult population has some of the highest levels of literacy and numeracy in the OECD, according to the OECD Survey of Adult Skills (PIAAC), surpassed only by Japan. To maintain these remarkable performances, the skill development system needs to adapt to a rapidly changing labour market. Globalisation, technological change and population ageing are affecting the types of jobs that are and will be available in Finland and how they are carried out. Today, the vast majority of new jobs created require high levels of skills, while meta-cognitive and digital skills are becoming more important in working life. Skill shortages in the Finnish labour market are increasingly apparent and there are growing concerns about the supply of higher-level skills, given demographic change and stagnating educational attainment levels. Finland's skill development system must get future-ready. This report analyses the status quo of the Finnish continuous learning system for adults, highlights its key challenges and makes actionable policy recommendations. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4