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Monitoring Adult Learning Policies: A Theoretical Framework and Indicators

Listed author(s):
  • Anna Borkowsky

    (Sozialwissenschaftliche Forschung und Beratung)

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    The main task of the Working Group on Adult Learning of the INES Labour Market, Economic and Social Outcomes network is the development of indicators on Adult Learning for publication in the annual volume “Education at a Glance” of the OECD. As part of this task, a list of 18 policy goals/issues in the domain of adult learning have been identified through broad consultations. After identifying the policy goals a theoretical framework was developed in order to be able to systematically select indicators for monitoring them. The theoretical framework is based on a systemic approach, identifying context, input, processes, output and outcome of the system of Adult Learning. The policy goals to be monitored and the theoretical framework constitute the basis for the definition and selection of a list of indicators which might be published in EAG. The third element in the development of international indicators is the existence of comparable data of good quality. The paper includes a list of 44 indicators which are practical to publish with existing data sources or with data sources likely to become available in the near future. The coverage of the policy areas is uneven, reflecting both the focus of existing data sources and the difficulties of some data gathering exercises. Le Groupe de travail sur la formation des adultes du réseau de l’INES chargé d’élaborer des données relatives aux retombées de l’enseignement sur l’économie, le marché du travail et la société a pour tâche principale l’élaboration d’indicateurs relatifs à la formation des adultes pour parution dans la publication annuelle de l’OCDE Regards sur l’éducation. Dans le cadre de cette tâche, le Groupe a établi, au terme d’un vaste processus de consultation, une liste de 18 objectifs/questions stratégiques dans le domaine de la formation des adultes. Une fois les objectifs stratégiques définis, un cadre conceptuel a été développé afin de permettre la sélection systématique d’indicateurs de suivi. Ce cadre conceptuel se fonde sur une approche systémique, définissant le contexte, les ressources, les processus, les produits et les résultats du système de formation des adultes. Les objectifs stratégiques qui feront l’objet d’un suivi et le cadre conceptuel constituent la base de la définition et de la sélection d’une liste d’indicateurs susceptibles d’être publiés dans Regards sur l’éducation. Un autre élément à prendre en considération dans le développement d’indicateurs internationaux est l’existence de données comparables de bonne qualité. Le présent document inclut une liste de 44 indicateurs dont la publication est réalisable sur la base des sources de données existantes ou de sources de données susceptibles d’être disponibles dans un avenir proche. L’inégalité de la couverture des différents domaines stratégiques reflète à la fois l’orientation des sources de données existantes et les difficultés rencontrées pour la collecte de certains types de données.

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    Paper provided by OECD Publishing in its series OECD Education Working Papers with number 88.

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    Date of creation: 19 Feb 2013
    Handle: RePEc:oec:eduaab:88-en
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