¿Con qué eficacia adquiere, distribuye y actualiza conocimiento el país?
Basada en 3 indicadores observados. sin base de tendencia.
Puntuaciones más altas en esta dimensión, entre las que tienen evidencia utilizable: Singapur 84.2, Noruega 83.4, Nueva Zelanda 83.
Casos documentados en otros países: SkillsFuture Credit (Singapur); The public library system (Finlandia); CAPES, federal postgraduate funding (Brasil); Kartu Prakerja, a national lifelong-learning delivery system (Indonesia); Compte personnel de formation (Francia); 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 (Sudáfrica); MEB public lifelong-learning network (Turquía); Kenya's adult education centres, and their halving (Kenia); Rwanda's adult literacy centres, and their decline (Ruanda); Integrated Functional Adult Education, and its erosion (Etiopía); Instituto Técnico de Capacitación y Productividad (INTECAP) (Guatemala); INFOTEP, formación técnico profesional nacional (República Dominicana); Campaña Nacional de Alfabetización (Cuba); VET FEE-HELP, and its abolition (Australia); Adult education allowance (aikuiskoulutustuki), and its abolition (Finlandia); INEFOP, el instituto nacional tripartito de formación (Uruguay); Franquicia Tributaria SENCE y su erosión (Chile); Employer and in-work training under Employment Insurance, and its erosion (Corea del Sur); TESDA technical-vocational training at national scale (Filipinas); INADEH, formación profesional nacional (Panamá); Yo, sí puedo, campaña nacional de alfabetización y programa de posalfabetización (Bolivia); Project 1956 vocational training for rural workers (Vietnam); Bildungsprämie training voucher, and its end (Alemania); Aufstiegs-BAföG, upgrading training support (Alemania); Formación programada por las empresas (FUNDAE training credit) (España); Community Education and Training colleges, and their erosion (Sudáfrica); Formación complementaria del SENA (Colombia); Vocational skills upgrading action, 2019-2021 (China); Formación profesional nacional del INA y su contracción (Costa Rica); Kunskapslyftet adult education initiative (Suecia); Springboard+ upskilling programme (Irlanda); State-administered adult education under the Adult Education and Family Literacy Act, and its erosion (Estados Unidos); STAP-budget training grant, abolished in 2024 (Países Bajos); Educación básica para adultos del INEA (México); Hello Training, public vocational training (Japón); Educação de Jovens e Adultos (EJA), and its erosion (Brasil); Government-funded adult further education in England, and its erosion (Reino Unido); Educación Básica Alternativa (EBA) y su erosión (Perú); Upper secondary education for adults in non-stationary study (Estonia); Department of Skill Development skill-upgrading training (Tailandia); 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 (Canadá); Instituto Nacional de Formación Profesional (INFOP) (Honduras); Ministry of Labour Vocational Training Division adult courses (Israel); Educación Permanente para personas jóvenes y adultas (MEC) (Paraguay); National literacy campaigns, 2010-2015 (Haití); County and city general secondary schools for adults (licea ogólnokształcące dla dorosłych) (Polonia); Kolej Komuniti part-time and lifelong-learning (Pembelajaran Sepanjang Hayat) courses (Malasia); Fondo nuove competenze (Italia); National adult literacy projects of the Bureau of Non-Formal Education, and their erosion (Bangladés); 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'alphabétisation, and their erosion (Costa de Marfil); Adult literacy centres financed through FONAENF, and their erosion (Burkina Faso); National Adult Literacy Programme (Malaui); Mauritius Institute of Training and Development part-time training (Mauricio); NAMCOL secondary education programme for out-of-school learners (Namibia); Alfabetização e Educação de Adultos (public adult literacy and adult primary education), and its decline (Mozambique); Sistema Nacional de Formação Profissional under INEFOP (Angola); Institut National de Préparation Professionnelle (INPP) (República Democrática del Congo); AMS training measures (Schulungen) for jobseekers (Austria); Human Resource Development Authority (HRDA) subsidised training programmes (Chipre); Arbejdsmarkedsuddannelser (AMU), adult vocational training courses, and their decline (Dinamarca); Vaučeri za obrazovanje, training vouchers of the Croatian Employment Service (Croacia); Mācības pieaugušajiem, the ESF training programme for employed adults 2017 to 2023 (Letonia); Grunnskoleopplæring for voksne, municipal primary and lower secondary education for adults (Noruega); Zručnosti pre trh práce, retraining and training contributions of the labour offices (Eslovaquia); Upper secondary education for adults (srednješolsko izobraževanje odraslih) (Eslovenia); 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 (Moldavia); ANOFM national vocational training plan, and its fall after 2023 (Rumania); National Employment Service labour market training, and its 2025 non-delivery (Serbia); Programme national d'enseignement des adultes (national adult education programme) (Túnez); Agence Nationale de Lutte contre l'Analphabetisme literacy and post-literacy programmes (Marruecos); Federal project Sodeystvie zanyatosti (Employment Promotion) vocational training of adults (Rusia); Short-term vocational training of the unemployed in monocentres and district vocational training centres (Uzbekistán); Self-Employment Program business training (Azerbaiyán); 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 (Nueva Zelanda); NCHD Adult Literacy Programme, and its collapse after 2013 (Pakistán); Youth Training and Employment Partnership Programme (YTEPP), and its shrinking enrolment (Trinidad y Tobago); Bildungskarenz with Weiterbildungsgeld, and its abolition (Austria).
Vacíos declarados: Participación de adultos en aprendizaje.