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This study examines proposed or implemented examples across France, Canada, the UK, and the US, using PIAAC data to compare AET participation by literacy skill levels. Adults with low literacy participate at lower rates, requiring well-structured information and quality-screening policies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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need skill upgrading?",{"text":72,"@type":64},"Financing models should provide adequate funds for meaningful upgrades, offer well-structured and easily navigable information sources, and include policies that screen educational providers for program quality.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589122,1792190262,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Articles    \nIndividual Learning Accounts: A Comparison of Implemented and Proposed Initiatives  \nPhyllis A. Cummins, PhD 1􀀁, A. Katherine Harrington, PhD2 , and Takashi Yamashita, PhD3  \nAbstract: Access to lifelong learning opportunities has long been discussed in terms of the economic benefits conferred by access to and engagement in further education by members of the labor force, particularly within the global knowledge economy. However, equitable access to lifelong  \neducation opportunities, particularly for low-skilled adults in the labor force, has been lacking. The Organisation for Economic Cooperation and Development (OECD) identified three models for funding adult learning: (1) individual learning accounts,(2) individual savings accounts, and (3) training vouchers. The current study discusses examples of these models, either proposed or implemented, across four countries or economic blocks—France, Canada, the  \nUnited Kingdom, and the United States. In addition, to understand the importance of  \nproviding funding for education and training to adults with low levels literacy skills, we use data from the Program for the International Assessment for Adult Competencies (PIAAC) to compare participation in adult education and training (AET) by literacy skill levels. In all  \ncountries examined, adults with low literacy skills participated in AET at lower rates than those with middle and high levels of literacy skills. To be successful in reaching adults most in need of skill upgrading, financing models need to provide adequate funds for meaningful skill upgrades, have well-structured information sources (e.g. , websites) that are easily navigated by the target population, and include policies to screen educational providers for program quality.  \nKeywords: Lifelong learning, funding for lifelong learning, adult education and training  \nTO PROMOTE AET  \nPARTICIPATION,  \nENSURING THAT TRAINING PROVIDERS ARE FINANCIALLY STABLE AND  \nWELL-QUALIFIED IS  \nANOTHER IMPORTANT ASPECT FOR SUCCESSFUL  \nAET FINANCING  \n”  \nPROGRAMS    \n“  \nDOI: 10 . 1177/10451595211046971 . From 1Scripps Gerontology Center, Miami University, Oxford, OH, USA, 2Institute for Life-Span Development and Gerontology, The University of Akron, Akron, OH, USA,, and 3University of Maryland, Baltimore, MD, USA. Address correspondence to: Phyllis A. Cummins, PhD, Scripps Gerontology Center, Miami University, 100 Bishop Circle, 396 Upham Hall, Oxford, OH  \n45056, USA. Email: [cumminpa@miamioh.edu](cumminpa@miamioh.edu).  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)Copyright © 2021 The Author(s)  \n Background  \nAdult education and training (AET) is key for all adults to enrich their quality of life in contemporary societies and is important for creating learning communities (OECD, 2016a, United Nations Educational Scientific and Cultural Organization (UNESCO), 2015) . Indeed, AET is linked to more active participation in social, cultural, and political activities (Campbell, 2006) . Moreover, technological advancement requires adults to engage in continuous AET. To remain employable, updated job-related knowledge and skills are necessary to prevent skill obsolescence (e.g., decreasing values of jobrelated skills) (Kasworm, 2020; Keese, 2006; OECD, 2016a) . AET includes formal (learning that results in a recognized diploma or credential), non-formal (learning that takes place in the workplace or an educational setting but does not typically lead to a formal credential), and informal (learning that takes place in everyday life; Commission of the European Communities 2000) .  \nFunding is one of the lesser understood challenges for AET participation. Access to funding for continued education over the adult life course is often disproportionate resulting in low participation rates by low-skilled adults even in the wealthiest countries (Internationa","cbCaicZaxl2UpBS3","https://ap.wps.com/l/cbCaicZaxl2UpBS3","pdf",610273,11,"English","# Background\n## Adult education and training (AET) and participation\n## Funding challenges and inequities\n# Funding models and study approach\n## OECD models: learning accounts, savings accounts, training vouchers\n## Participation by literacy skill levels","[{\"question\":\"What three adult learning funding models does the OECD identify?\",\"answer\":\"The OECD identifies individual learning accounts, individual savings accounts, and training vouchers as three models for funding adult learning.\"},{\"question\":\"How does literacy skill level relate to adult education and training (AET) participation?\",\"answer\":\"Across the examined countries, adults with low literacy skills participate in AET at lower rates than adults with middle and high literacy skills.\"},{\"question\":\"What factors do the study say are important for reaching adults who need skill upgrading?\",\"answer\":\"Financing models should provide adequate funds for meaningful upgrades, offer well-structured and easily navigable information sources, and include policies that screen educational providers for program quality.\"}]","Vol. 33 No. 4 Adult Learning - Individual Learning Accounts: A Comparison of Implemented and Proposed Initiatives | PDF",1792066593,28]