How effectively does the country acquire, distribute, and update knowledge?
Uses 3 observed indicators. no trend.
Highest usable scores: Singapore 84.2, Norway 83.4, New Zealand 83.
Related deliveries in other countries: SkillsFuture Credit (Singapore); The public library system (Finland); Kartu Prakerja, a national lifelong-learning delivery system (Indonesia); Compte personnel de formation (France); Programa Qualifica and Portugal's adult-learning network (Portugal); Novas Oportunidades, and the qualification-policy interruption (Portugal); SWAYAM national online-course platform (India); SETAs and workplace-based learning delivery (South Africa); MEB public lifelong-learning network (Turkey); Kenya's adult education centres, and their halving (Kenya); Rwanda's adult literacy centres, and their decline (Rwanda); Integrated Functional Adult Education, and its erosion (Ethiopia); Instituto Tรฉcnico de Capacitaciรณn y Productividad (INTECAP) (Guatemala); INFOTEP national technical and vocational training (Dominican Republic); Campaรฑa Nacional de Alfabetizaciรณn (Cuba); VET FEE-HELP, and its abolition (Australia); Adult education allowance (aikuiskoulutustuki), and its abolition (Finland); INEFOP, the tripartite national training institute (Uruguay); Franquicia Tributaria SENCE, and its erosion (Chile); Employer and in-work training under Employment Insurance, and its erosion (South Korea); TESDA technical-vocational training at national scale (Philippines); INADEH national vocational training (Panama); Yo, sรญ puedo national literacy campaign and post-literacy programme (Bolivia); Project 1956 vocational training for rural workers (Vietnam); Bildungsprรคmie training voucher, and its end (Germany); Aufstiegs-BAfรถG, upgrading training support (Germany); Formaciรณn programada por las empresas (FUNDAE training credit) (Spain); Community Education and Training colleges, and their erosion (South Africa); SENA complementary training (formaciรณn complementaria) (Colombia); Vocational skills upgrading action, 2019-2021 (China); INA national vocational training, and its contraction (Costa Rica); Kunskapslyftet adult education initiative (Sweden); Springboard+ upskilling programme (Ireland); State-administered adult education under the Adult Education and Family Literacy Act, and its erosion (United States); STAP-budget training grant, abolished in 2024 (Netherlands); INEA adult basic education (Mexico); Hello Training, public vocational training (Japan); Educaรงรฃo de Jovens e Adultos (EJA), and its erosion (Brazil); Government-funded adult further education in England, and its erosion (United Kingdom); Educaciรณn Bรกsica Alternativa (EBA), and its erosion (Peru); Upper secondary education for adults in non-stationary study (Estonia); Department of Skill Development skill-upgrading training (Thailand); Adult literacy education under the National Commission for Mass Literacy, Adult and Non-Formal Education (Nigeria); Skills Development under the Labour Market Development Agreements, and its 2024-25 funding cut (Canada); Instituto Nacional de Formaciรณn Profesional (INFOP) (Honduras); Ministry of Labour Vocational Training Division adult courses (Israel); Educaciรณn Permanente para personas jรณvenes y adultas (MEC) (Paraguay); National literacy campaigns, 2010-2015 (Haiti); County and city general secondary schools for adults (licea ogรณlnoksztaลcฤ ce dla dorosลych) (Poland); Kolej Komuniti part-time and lifelong-learning (Pembelajaran Sepanjang Hayat) courses (Malaysia); Fondo nuove competenze (Italy); National adult literacy projects of the Bureau of Non-Formal Education, and their erosion (Bangladesh); Functional Adult Literacy programme, and its decline (Uganda); Integrated Community-Based Adult Education (MEMKWA), and its decline (Tanzania); National Functional Literacy Programme, and its erosion (Ghana); Centres d'alphabรฉtisation, and their erosion (Cรดte d'Ivoire); Adult literacy centres financed through FONAENF, and their erosion (Burkina Faso); National Adult Literacy Programme (Malawi); Mauritius Institute of Training and Development part-time training (Mauritius); NAMCOL secondary education programme for out-of-school learners (Namibia); Alfabetizaรงรฃo e Educaรงรฃo de Adultos (public adult literacy and adult primary education), and its decline (Mozambique); Sistema Nacional de Formaรงรฃo Profissional under INEFOP (Angola); Institut National de Prรฉparation Professionnelle (INPP) (Democratic Republic of the Congo); AMS training measures (Schulungen) for jobseekers (Austria); Human Resource Development Authority (HRDA) subsidised training programmes (Cyprus); Arbejdsmarkedsuddannelser (AMU), adult vocational training courses, and their decline (Denmark); Vauฤeri za obrazovanje, training vouchers of the Croatian Employment Service (Croatia); Mฤcฤซbas pieauguลกajiem, the ESF training programme for employed adults 2017 to 2023 (Latvia); Grunnskoleopplรฆring for voksne, municipal primary and lower secondary education for adults (Norway); Zruฤnosti pre trh prรกce, retraining and training contributions of the labour offices (Slovakia); Upper secondary education for adults (srednjeลกolsko izobraลพevanje odraslih) (Slovenia); Public vocational training centres of the National Agency for Employment and Skills (Albania); Employment Agency adult training, including the DI-GI digital skills vouchers (Bulgaria); ANOFM voucher-based vocational training for the unemployed (Moldova); ANOFM national vocational training plan, and its fall after 2023 (Romania); National Employment Service labour market training, and its 2025 non-delivery (Serbia); Programme national d'enseignement des adultes (national adult education programme) (Tunisia); Federal project Sodeystvie zanyatosti (Employment Promotion) vocational training of adults (Russia); Short-term vocational training of the unemployed in monocentres and district vocational training centres (Uzbekistan); Self-Employment Program business training (Azerbaijan); HEART/NSTA Trust training enrolment (Jamaica); Enhanced Vocational Education and Training (EVENT II) short-term training (Nepal); Adult and community education at tertiary providers, and its halving (New Zealand); NCHD Adult Literacy Programme, and its collapse after 2013 (Pakistan); Youth Training and Employment Partnership Programme (YTEPP), and its shrinking enrolment (Trinidad and Tobago); Bildungskarenz with Weiterbildungsgeld, and its abolition (Austria).
Missing indicators: Adult learning participation.