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The many faces of adult learners: Who learns, why, and who is left behind
This paper introduces a new way to understand how and why adults take part in learning. It groups adults into different learner profiles to help design policies that are more focused and effective. Using survey data, it identifies typical learner types based on what motivates people to learn - or what holds them back. The profiles reveal the wide range of reasons why adults choose to engage in, or avoid, learning. These include personal goals, practical barriers and views on the value of learning. By showing how different groups think and behave, this approach can help policymakers create more tailored and relevant learning opportunities. The paper presents a learner segmentation model, first developed for Flanders (Belgium), and then applies it to four other countries: Bulgaria, Finland, Ireland and Portugal.
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