Rates of adult participation in learning
These charts show trends in the rate of adult participation in learning. Each year, survey respondents are provided with the following definition of learning and asked when they last took part in learning
Our Adult Participation in Learning survey is the longest running and most frequently occurring study of adult learning in the UK. It adopts a broad definition of learning, including formal, non-formal and informal learning, rather than just publicly offered educational opportunities for adults.
Each survey, 5,000 adults aged 17 and over are asked about:
The survey, which began in 1996, provides a unique overview of the level of participation in learning by adults, with a detailed breakdown of participants and non-participants over a span of 25 years.
Our surveys consistently show that participation in learning varies by social class, employment status, age and prior learning.
These charts show trends in the rate of adult participation in learning. Each year, survey respondents are provided with the following definition of learning and asked when they last took part in learning
These charts show adults’ likelihood of future learning. Each year, survey respondents are asked how likely they are to take part in any learning over the next three years.
These charts show the methods of learning used by adults. Most surveys from 2009 onwards included a question asking current and recent learners, how they did their learning.
These charts show adults’ motivations for learning. Most surveys from 2002 onwards included a question asking current and recent learners their main reason for choosing to learn.
These charts show the benefits of learning experienced by survey respondents. A number of surveys from 2002 onwards included a question asking current and recent learners what benefits they had experienced as a result of learning.
These charts show the barriers to learning experienced by survey respondents. A number of surveys from 2002 onwards included a question asking respondents what had prevented them from learning or made it difficult.