This OECD (Organisation for Economic Co-operation and Development) paper presents an innovative approach to understanding the motivations and barriers that influence adult participation in learning. It introduces a segmentation model that groups adults into different learner profiles, with the aim of supporting the development of more targeted and effective policies.
Based on survey data, the analysis identifies typical learner profiles according to the factors that encourage or discourage individuals from engaging in learning activities. These profiles highlight the diverse reasons why adults choose to participate in — or refrain from — learning, including personal aspirations, practical constraints and perceptions of the value of learning.
By shedding light on how different groups think about and approach learning, this framework can help policymakers design more tailored, inclusive and relevant learning opportunities. The paper presents the learner segmentation model originally developed in Flanders (Belgium) and explores its application in four additional countries: Bulgaria, Finland, Ireland and Portugal.
