ILO Releases Report on Lifelong Learning Trends and Skills Demand

A new ILO report titled Lifelong learning and skills for the future was released on 5 May 2026, calling on governments to raise lifelong learning to a central pillar of economic and social policy. The report draws on new worker surveys, online vacancy analysis, institutional data and a review of 174 studies on what works in training.

The report argues that stronger investment in learning systems could help mitigate rising inequalities associated with digitalization, AI, the green transition, and demographic change.

ILO Director-General Gilbert F. Houngbo stated that lifelong learning is the bridge between today’s jobs and tomorrow’s opportunities. "It is not only about employability and productivity, but also about supporting decent work, driving true innovation and building resilient societies," Houngbo said.

He added that it makes lifelong learning a central element of any successful strategy for sustainable growth and development. Only 16 per cent of people aged 15 to 64 reported that they took part in structured training in the year prior to being interviewed, with little difference across countries.

Among full-time, permanent workers in formal firms, 51 per cent received training from their employer.

This gap shows clear inequalities in access to learning, especially between formal and informal workers and across education levels. Workers with less formal education, in informal jobs and/or smaller enterprises predominantly learn-by-doing. In contrast, others are more likely to learn from experienced colleagues and access structured training.

The report shows that employers increasingly seek combinations of digital, green, foundational cognitive, socio-emotional and manual skills. Original ILO analysis of online vacancy data shows strong demand for a mix of digital, communication, teamwork and problem-solving skills.

Socio-emotional skills alone account for more than half of those requested in countries like Brazil, Morocco, and the United Arab Emirates.

Socio-emotional skills account for over 40 per cent of skills requested in Egypt, Jordan, South Africa, and Uruguay. The ILO estimates that globally, 32 per cent of workers perform environmentally relevant tasks. The report cautions that jobs linked to the green transition are not automatically decent jobs.

Without the right mix of skills and policies, these new opportunities may not deliver improved working conditions. Digital technologies, including AI, are changing how work is done, while the shift to environmentally sustainable economies is reshaping production systems and jobs.

At the same time, population ageing in many regions is placing greater demands on older workforces and increasing care needs.

The global need for long-term care workers is expected to grow from 85 million in 2023 to 158 million by 2050. Yet many paid care workers still face poor working conditions, highlighting that skills are often undervalued and underpaid in sectors that provide crucial services for societies. AI-specific skills only make up a small share of overall skills demand.

This demand is expected to grow but reflects that many workers use ready-to-use AI tools that do not require specialist knowledge. In many countries, learning systems remain fragmented and chronically underfunded. 34 per cent of high-income countries allocate less than 1 per cent of their public education budgets to adult learning and education.

The report calls for a comprehensive approach to lifelong learning that extends beyond formal education to encompass learning and training opportunities in workplaces and across society as a whole. Governments, employers’ organizations and workers’ organizations all have a role to play.

It highlights the need for strong governance, coordination, financing and social dialogue to ensure broader and more equal access to learning.