Technological advancements, particularly in artificial intelligence (AI), globalisation, demographic shifts, and climate change are transforming job markets, creating challenges and opportunities for adult education and training (AET), and requiring regular up-skilling and re-skilling. The COVID-19 pandemic has accelerated these trends, underscoring the need for inclusive, high-quality AET systems.

Over the past decade, participation in AET has risen, with data showing a 10-point increase in participation from 2007 to 2016 and an 8-point rise in enterprise training during the same period.

However, a persistent gap remains between low-skilled and high-skilled adults, reflecting ongoing disparities in access to learning opportunities. This underscores the need for more inclusive AET systems to address these inequalities. In response to these trends and challenges, governments are increasingly investing in strengthening AET systems, promoting lifelong learning, and implementing innovative funding mechanisms to support continuous skills development. New funding mechanisms, such as vouchers, subsidies, and individual learning accounts, are being explored to support lifelong up-skilling and re‑skilling. These initiatives aim to make education more inclusive and equitable, ensuring that all individuals have the opportunity to enhance their skills and remain competitive in a rapidly evolving job market.

However, financial investments alone are not sufficient. Robust quality assurance is essential to ensure AET programmes meet standards and provide relevant skills, aligning programmes with market needs and preventing wasted resources.

This report delves into the complex landscape of quality assurance in adult education and training (AET). Through a detailed analysis of existing practices and emerging trends in OECD countries, the report offers an overview of how quality assurance can be strengthened to support lifelong learning. While the primary focus is on non-formal AET, the report also covers examples and case studies from formal AET to provide a well-rounded perspective. This analysis is grounded in extensive desk research and consultations with experts in the field.

Chapter 1 introduces the report by outlining the importance of robust quality assurance systems in AET, setting the stage for the subsequent chapters. It establishes the context by discussing the evolving demands of the job market and the role of AET in addressing these challenges.

Chapter 2 provides a detailed mapping of current quality assurance systems in OECD countries, introducing a framework for cross-country comparison that highlights the diversity and commonalities in approaches. Building on this foundation, the report deepens the discussion by exploring three critical themes in quality assurance.

Chapter 3 explores empowering adults through information, outreach, and guidance systems to enhance programme quality. These systems are crucial for quality assurance because they ensure that learners are well-informed about their options, helping them choose programmes that align with their needs and career goals. By providing accurate, accessible information and personalised guidance, these systems help prevent mismatches between learners and programmes, ultimately leading to better educational outcomes and higher satisfaction, which are key indicators of programme quality.

Chapter 4 focuses on the methodologies for monitoring and assessing the effectiveness of AET programmes, emphasising the importance of building a robust data infrastructure. This infrastructure is crucial for understanding educational offerings, enrolment, and outcomes, which are key to AET. The chapter introduces a detailed data taxonomy and explores the policy contexts necessary for consistent data collection. It also highlights the role of data partnerships in measuring credential-based and labour-market outcomes, drawing on research from US community colleges and case studies from OECD countries to provide a comparative perspective.

Finally, Chapter 5 examines the unique challenges of quality assurance in digitally delivered adult education and training (AET), which has rapidly expanded due to the COVID-19 pandemic. While digital AET offers greater accessibility and flexibility, it also presents challenges in course design, staff skills, user verification, assessments, and data security. The chapter highlights what sets digital AET apart from traditional delivery and explores how providers and countries are addressing these challenges, drawing on illustrative case studies.

Building on the detailed analysis provided in this report, it is clear that addressing the challenges and opportunities in adult education and training (AET) requires a strategic approach. To enhance the effectiveness and inclusivity of AET systems, the following recommendations are proposed. These recommendations, which are further developed in the report, aim to ensure that AET systems not only respond to current trends but also lay a strong foundation for continuous improvement and adaptation in an evolving educational landscape.

To help adults make informed decisions about their education and training, integrated, user-friendly platforms with comprehensive AET information are essential. These platforms should cover both formal and non-formal qualifications and highlight outcomes, enabling learners to understand the practical implications of their choices. Outreach and guidance services should be prioritised, especially for disadvantaged adults, to ensure everyone can navigate the AET landscape effectively. Improving access to relevant information and tailored guidance can better align learner needs with available programmes, leading to more successful outcomes.

A robust data infrastructure is essential for monitoring AET programme effectiveness. Consistent data collection with a uniform taxonomy is needed to track educational offerings, enrolment, and outcomes. Data-sharing partnerships between institutions, government, and industry can enrich analysis. Leveraging these insights helps policymakers align AET programmes with labour market needs, driving continuous improvement and accountability. Systematic outcome tracking also identifies gaps and opportunities, ensuring efficient resource allocation and responsiveness to workforce demands.

As digital AET becomes mainstream, especially after the COVID-19 pandemic, updating quality assurance frameworks is crucial to address its unique challenges, such as instructional quality, assessment integrity, data privacy, and technical support. Quality assurance must evolve to include real-time data collection and analysis for continuous monitoring and improvement. Adapting frameworks for digital education ensures high standards are maintained, while also leveraging the flexibility and accessibility it offers.