Adult education remains crucial worldwide, yet participation rates vary widely, with significant barriers for older, low-skilled, and disadvantaged adults, according to recent UNESCO and OECD data.
UNESCO defines adult learning and education as a core component of lifelong learning, encompassing formal, non-formal and informal education meant to help adults fully engage in society and the workforce. The organisation underscores that adult education supports poverty reduction, health, decent work, and more inclusive communities.
“Adult learning and education is a core component of lifelong learning,” UNESCO stated in its 2015 Recommendation on Adult Learning and Education (RALE), a global policy guide adopted to improve access and quality of education for adults.
OECD’s recent figures add that around 40% of adults in OECD countries participate in learning activities each year, but participation varies dramatically by country and demographic group. Importantly, adults with higher literacy and education levels are substantially more likely to engage in learning than those with lower skills, creating a persistent gap.
This participation divide highlights ongoing inequalities in education access and the need for targeted interventions to reach under-served groups such as older adults, migrants, refugees, and those lacking earlier formal education.
UNESCO links lifelong learning closely to Sustainable Development Goal 4, aiming for inclusive, equitable education opportunities for all ages. The organisation also provides technical support to countries to develop inclusive lifelong learning policies that extend beyond vocational training to civic engagement and personal development.
The Guardian editorial published on 25 October 2026 argues that adult education should be available to all ages, reflecting a broad international consensus. However, some specific policy numbers cited in the editorial, such as the state of adult classroom learning funding in England, remain unverified within available data sources.
Globally and in South Africa, adult education remains pivotal for economic opportunity and social cohesion but faces challenges in funding, access, and addressing disparities linked to prior learning experiences.
Understanding and expanding adult learning opportunities is crucial as populations age and economies evolve. Authorities and education providers in Cape Town and across the Western Cape face real pressure to ensure adult learning is accessible and equitable.
Cape Flats readers can expect further coverage exploring local initiatives and barriers in adult education development. More detailed data on participation rates in South Africa remains awaited from government education authorities.