通过个人学习账户提高成人技能：政策制定者的分步指南

Advancing Adult Skills throughIndividual Learning Accounts A Step‑by‑Step Guide forPolicymakers Getting Skills Right Advancing Adult Skillsthrough Individual LearningAccounts A STEP‑BY‑STEP GUIDE FOR POLICYMAKERS This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed andarguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document was produced with the financial assistance of the European Union. The views expressed herein can inno way be taken to reflect the official opinion of the European Union. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty overany territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. OECD (2025),Advancing Adult Skills through Individual Learning Accounts: A Step-by-Step Guide for Policymakers, Getting SkillsRight, OECD Publishing, Paris, https://doi.org/10.1787/08e1bdaf-en. ISBN 978-92-64-85698-1 (print)ISBN 978-92-64-80966-6 (PDF)ISBN 978-92-64-98810-1 (HTML) Getting Skills RightISSN 2520-6117 (print)ISSN 2520-6125 (online) Photo credits:Cover © Vera Larina/Shutterstock.com. Corrigenda to OECD publications may be found at: https://www.oecd.org/en/publications/support/corrigenda.html.© OECD 2025 Attribution 4.0 International (CC BY 4.0) This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be bound by the terms of this licence(https://creativecommons.org/licenses/by/4.0/).Attribution– you must cite the work.Translations– you must cite the original work, identify changes to the original and add the following text:In the event of any discrepancy between the original work and thetranslation, only the text of original work should be considered valid.Adaptations– you must cite the original work and add the following text:This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed inthis adaptation should not be reported as representing the official views of the OECD or of its Member countries.Third-party material– the licence does not apply to third-party material in the work. If using such material, you are responsible for obtaining permission from the third party and forany claims of infringement.You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of the work.Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration (PCA) Arbitration Rules 2012. The seat of arbitration shallbe Paris (France). The number of arbitrators shall be one. Foreword AcrossOECDcountries, megatrends such asdigitalisationandautomation,demographic changes,andthe transition to a low-carbon economy are reshaping the world of work. These changes require individualsto continuously update their skills through adult learning to remain competitive in the labourmarket. In thiscontext, the traditionalthree-stage life model–education, work, retirement–is giving way to a moredynamic, multi-stage model in which lifelong learning becomes the norm. This transformation is furtherreinforced by population ageing,as individuals are expected to remain active in the workforce for longer. To respond to these challenges,policymakers are exploring innovative approaches to boost adult learningparticipation. Among these,individuallearningaccounts (ILAs) have emergedasonepossible mechanismto support more flexible and learner-centred access to training, helping individuals take greater ownershipof their learning pathways. This report is intended to supportpolicymakers in understanding the core features of ILAs and in designingand implementing a nationaldevelopment plan. It was prepared as part of theSupport for DevelopingIndividual Learning Accounts in Germanyproject, which provided technical assistance to the GermanFederalMinistry of Educationand Research(BMBF) as it considered the potential development of ILAs.The project was funded by the European Union via the Technical Support Instrument, and implementedby the OECD, in co-operation with the European Commission. The report builds on earlier OECD workon ILAs, includingIndividual Learning Accounts: Panacea orPandora’s Box?(2019)andIndividualising Training Access Schemes: France–the Compte Personnel deFormation (Personal Training Account–CPF)(2020), as well as theCouncil of theEuropean Union’sRecommendation on Individual Learning Accounts, adoptedin 2022. Thework on thisreport wasled by Ada Zakrzewska. The report was drafted byShizuka Kato,MagdalenaBurtscherandAda Zakrzewskafrom the Skills and Future Readiness Division of the Directorate forEmployment, Labour and Social Affairs. The work was carried out under the supervision of Glenda Quintini,Head ofDivision.The authors would