As of July 2019, in a survey about the importance of digital skills in Australia, about ** percent of the respondents in academic or research jobs said digital skills were somewhat relevant at home. Meanwhile, about ** percent of respondents in school jobs said digital skills were somewhat relevant for them at home.

As of July 2019, in a survey about the importance of digital skills in Australia, about ** percent of the respondents in public jobs said digital skills were highly relevant at work. Meanwhile, about ** percent of respondents in special jobs said digital skills were highly relevant at their positions.

As of July 2019, in a survey about the importance of digital skills in Australia, about 86 percent of the respondents in national, state or territory jobs said digital skills were highly relevant at home. Meanwhile, about 81 percent of respondents in special jobs said digital skills were highly relevant for them at home.

Anonymized raw data set of a representative study on digital skills and training needs of people 50+ in Switzerland. The telephone interviews were conducted by the market research institute DemoSCOPE in July 2021.

IntroductionDespite the necessity for adults with lower literacy skills to undergo and succeed in high-stakes computer-administered assessments (e.g., GED, HiSET), there remains a gap in understanding their engagement with digital literacy assessments.MethodsThis study analyzed process data, specifically time allocation data, from the Program for the International Assessment of Adult Competencies (PIAAC), to investigate adult respondents’ patterns of engagement across all proficiency levels on nine digital literacy items. We used cluster analysis to identify distinct groups with similar time allocation patterns among adults scoring lower on the digital literacy assessment. Finally, we employed logistic regression to examine whether the groups varied by demographic factors, in particular individual (e.g., race/ethnicity, age) and contextual factors (e.g., skills-use at home).ResultsAdults with lower literacy skills spent significantly less time on many of the items than adults with higher literacy skills. Among adults with lower literacy skills, two groups of time allocation patterns emerged: one group (Cluster 1) exhibited significantly longer engagement times, whereas the other group (Cluster 2) demonstrated comparatively shorter durations. Finally, we found that adults who had a higher probability of Cluster 1 membership (spending more time) exhibited relatively higher literacy scores, higher self-reported engagement in writing skills at home, were older, unemployed, and self-identified as Black.DiscussionThese findings emphasize differences in digital literacy engagement among adults with varying proficiency levels. Additionally, this study provides insights for the development of targeted interventions aimed at improving digital literacy assessment outcomes for adults with lower literacy skills.

Abstract: Digital literacy programmes for the elderly propose to expand digital skills and competences; yet, knowledge about the methodological and teaching approaches in these interventions is scarce. The study aimed to verify the optimising factors in the teaching-learning process in digital literacy programmes for older adults, based on students’ perceptions. Using the content analysis technique, two main categories were identified among the contributions of 278 participants. It was concluded that the human aspects should be valued by the instructors in the teaching-learning process for older-adult students, mainly, by demonstrating the qualities of being patient, calm and attentive.

As information and services are becoming more and more decentralized and they are often available in the cloud, an increasing number of older adults are expected to use Internet-based services—health, education, finance and others. For this reason, it seems important to plan models and/or strategies to allow the older adult population to acquire and enhance digital competencies more easily. The goal of this research is to show a blended workshop based on a Learning Management System (LMS) as a supporting tool for older adults' digital literacy. This blended workshop was based on the adoption of an instructional model and on prior experiences of the groups of elderly that participated in the face-to-face workshops. This study involved 98 adults aged 60 and above, 72 Females (68.5 ± 6.9) and 26 Males (73.3 ± 7.4). 61 older adults participated in the face-to-face workshop (FFG) on digital literacy and 37 participated in the blended workshop (BLG). Digital literacy increased at the post-evaluation after the workshops but even more for the BLG. Likewise, in the validation of the blended workshop the results were positive regarding ease of use, perceived usefulness, attitude toward using and intention to use, which showed that older adults believe that it is useful to implement this type of supporting systems for developing their digital competencies. Hence, it is possible to conclude that older adults are capable of learning and acquiring digital literacy skills as long as they are strongly motivated or they know the functional benefits related to ICT.

Adult Education Market Outlook 2032

The global adult education market size was USD 373.3 Billion in 2023 and is projected to reach USD 784.38 Billion by 2032, expanding at a CAGR of 8.6% during 2024–2032. The market growth is attributed to lifelong learning and technological advances.



Increasing interest in lifelong learning nurtures the steady growth of the adult education market. People have become focused on consistently upgrading their knowledge and skillsets as societies have progressively understood the importance of continuous education and training. This change unfolds exciting opportunities for learning providers who specialize in adult education.



A growing number of organizations recognize the need for their employees to adapt swiftly to technological advancements and the rapidly evolving business landscape. Adult education providers offer a variety of programs targeting professional and personal development in both the hard and soft skill arenas. This approach complements ongoing on-the-job training, addressing the vacuum of skills such as leadership, communication, decision-making, and digital literacy among others.



Digital technologies are revolutionizing the adult education market by providing flexible, interactive, and accessible methods of facilitating teaching and learning. Platforms offering MOOCs (massive open online courses), virtual classrooms, and blended learning experiences eliminate geographical barriers and offer a personalized approach to adult learners who need to juggle work-life responsibilities alongside their educational pursuits.

Impact of Artificial Intelligence (AI) on the Adult Education Market

Artificial Intelligence has a significant impact on the adult education market. AI provides valuable assistance in streamlining routine administrative tasks such as registration and scheduling, thereby freeing educators to focus on teaching and curriculum development. It further enables personalized learning pathways tailored to adult learners' individual needs and skill levels, resulting in higher engagement and optimal learning outcomes. </span

Literacy Software for Adults Market Outlook

The global literacy software for adults market size in 2023 is projected at approximately USD 2.5 billion and is expected to reach about USD 4.8 billion by 2032, reflecting a compound annual growth rate (CAGR) of 7.5% over the forecast period. This substantial growth is driven by the increasing demand for adult education and skill enhancement as economies worldwide emphasize knowledge-based development. Several factors contribute to this upward trend, including technological advancements, growing awareness about adult literacy, and the integration of digital learning resources into traditional educational frameworks.

One of the primary growth drivers of the literacy software for adults market is the increasing recognition of adult literacy as a crucial component for economic development. As economies evolve, the demand for a skilled workforce becomes paramount, highlighting the need for continuous learning and upskilling. This has led to an upsurge in government and private sector initiatives aimed at enhancing adult literacy rates. Moreover, the digital transformation across industries has necessitated that adults acquire new skills and improve literacy, thus fostering growth in software designed to meet these needs. Policies supporting lifelong learning and adult education further bolster the demand for innovative literacy solutions.

Another significant factor fueling growth in this market is the proliferation of mobile technology and internet accessibility. With widespread smartphone usage and improved internet connectivity, especially in developing regions, the opportunities for digital learning have expanded considerably. This digital accessibility allows literacy software to reach a broader audience, providing flexible and personalized learning experiences that cater to individual needs. Consequently, the integration of advanced technologies such as artificial intelligence and machine learning into literacy software enhances its appeal by offering adaptive learning paths, real-time feedback, and engagement through interactive content.

The increasing partnership between software developers and educational institutions also plays a critical role in driving the market. Educational organizations are increasingly collaborating with tech companies to develop comprehensive literacy solutions that are not only effective but also engaging for adult learners. These partnerships often result in the creation of tailored software solutions that address specific learning gaps and are integrated seamlessly into existing educational curriculums. Additionally, these collaborations facilitate access to resources and funding necessary for the development and distribution of literacy software, thereby accelerating market growth.

Regionally, North America holds a prominent position in the literacy software for adults market due to high levels of technological adoption and a strong focus on education and workforce development. The presence of numerous key players and high investments in educational technology contribute to the region's dominance. Meanwhile, Asia Pacific is expected to witness the fastest growth during the forecast period, driven by increasing government initiatives towards improving adult literacy and the rapid digital transformation occurring in countries like India and China. Europe also represents a significant market share, attributed to its robust educational framework and strong emphasis on lifelong learning policies.

Product Type Analysis

The literacy software for adults market, when segmented by product type, includes reading software, writing software, and comprehensive literacy solutions. Reading software is particularly crucial as it addresses fundamental literacy challenges faced by adults. This type of software is designed using advanced algorithms to assist users in improving their reading skills, often incorporating features such as text-to-speech, speech recognition, and vocabulary enhancement tools. The growing demand for improved reading skills, especially in non-native English-speaking populations, underscores the importance of reading software in this market segment. Additionally, the integration of AI in reading software enables personalized learning experiences, further driving its adoption.

Writing software forms the second pillar of the product type segment and is essential for enhancing written communication skills among adults. With the rise of digital communication, the ability to write effectively has become increasingly important across various professional and personal contexts. Writin

In today’s interconnected world, internet access is often considered critical for accessing work. However, reliance on the internet also poses challenges for some disabled people, who may be vulnerable to digital exclusion. This innovative project delivered by an interprofessional team of social scientists, voluntary sector organisations, vocational rehabilitation practitioners, disability researchers, disabled people, and digital engagement specialists examined digital inclusion of disabled adults in voluntary work.

The project aimed to: (1) advance understanding of how digital inclusion of disabled individuals fosters social inclusion in online and offline voluntary work; and (2) identify effective principles to boost participation, inclusivity, and leverage the potential of digital technologies in the voluntary sector organisations.

A mixed-methods approach is adopted for a more comprehensive understanding of the research problem. This included qualitative interviews and analysis that will provide deeper understanding and explanations for these patterns through analysis of the lived experiences of disabled adults and survey data analysis.

The key findings included: • Link Between Digital Inclusion and Volunteering: For disabled adults, being included in online and offline volunteering depends on how well they can access and use digital technology in general. The same devices, technologies, social support, and skills used in employment and other areas of life are often applied to volunteering. Because disabled adults often have less access to devices and the internet and use them less than non-disabled adults, they are more likely to miss out on volunteering opportunities that require it. • Digital Access and Divide: Most disabled adults in the UK are connected digitally, but the digital divide persists. Disabled adults face greater digital challenges and exclusion compared to non-disabled adults, with the disability digital gap remaining largely unchanged since 2018. • Digital exclusion: Nearly one million disabled adults don’t have Internet at home, 1.4 million don’t use the Internet, and about two million don’t own a smartphone or computer. • Frequency of Use and Online Exclusion: Disabled adults use the Internet less often than non-disabled adults and they are more likely to be left out of common online activities like browsing, emailing, social media, online banking, and streaming videos. • Double Disadvantage and Additional Challenges: Disabled people often come from groups that with already more limited access to the Internet and devices, such as older adults, those with low incomes, benefit recipients, renters from local authorities, people with less education and those living alone. On top of these existing barriers, being disabled means facing even more difficulties in accessing and using digital technology. • Individual Nature of Disability Experience with Digital Tools: Disabled adults’ experiences with digital tools are highly individual, shaped by factors such as impairment type, severity, presence of multiple impairments, and their social context. • Double-Edged Sword of Digital Technology and Online Volunteering: Digital technology is crucial for inclusion but can also be source of exclusion for those struggling with technology. Disabled adults are more inclined to engage in online volunteering, because of its accessibility. However, online volunteering also presents challenges that may deter some disabled volunteers. Despite some digital barriers, disabled adults show higher interest in online volunteering compared to non-disabled adults. • Importance of Internet Access for Engaging in Volunteering: Internet access and usage are crucial for enabling disabled individuals to engage in volunteering, including both online and in-person opportunities. Those who use the Internet more frequently are more likely to volunteer, even after considering their socioeconomic background. • Internet Access, Use, Devices and Volunteering Hours and Frequency: For disabled individuals, owning devices does not affect the number of volunteer hours. More frequent Internet use is linked to volunteering more hours, with exception of frequent Internet users (daily or weekly) who volunteer fewer hours. Device ownership and Internet use do not impact the frequency of volunteering. • Digital Barriers and Enablers of Volunteering: o Technology over-reliance: Over-reliance on technology can complicate volunteer journeys, especially when IT systems or support is unavailable or inadequate. o Technological assumptions: Organisations often assume people understand how to use technology and devices and may not recognise the need for support or training. o Variation in suitability of assistive devices: The effectiveness of assistive devices can facilitate or hinder participation, depending on their suitability and the level of support provided. Malfunctioning or unsuitable assistive devices can exacerbate challenges for disabled individuals. Disabled adults can experience a mismatched between requirements and devices available or provided that can lead to exclusion form volunteering opportunities. o Reliance of support networks: To be effective, use of assistive devices draws on the skills and experience of informal support networks. Organisations should remain attuned to prioritising supporting people rather than supporting technology. o Organisational culture: Organisations should encourage a culture of listening and providing empathetic support to address the specific needs of disabled volunteers and reduce digital barriers to volunteering. Support structures should be inclusive and allow volunteers to discuss their needs, ensuring parity with paid staff support. • Volunteering and Employment: Our findings suggest that, rather than volunteering serving as a direct path to paid work, employment helps disabled individuals overcome digital barriers to volunteering. The confidence, skills and resources acquired through paid employment, as well as the social capital that often comes from being part of being a part of more diverse networks that includes work colleagues as well as more personal relationships, means that those in employment might be better able to navigate some of the barriers to securing volunteering roles. Such resources are less easily initiated in volunteer roles - we heard frustrations that the Access to Work scheme, which supports paid employment, does not cover voluntary work. • Discrimination and Volunteering. Disabled people continue to experience indirect and direct discrimination. For some, the lack of appropriate devices, limited training, and organisational cultures that make people reluctant to seek support all imply a level of discrimination that makes it difficult for those in volunteering roles to always excel. Such discrimination was not always so indirect. There is evidence to indicate that those who have been in successful volunteering positions for some time suggested they are being denied employment opportunities because they are disabled.

According to Cognitive Market Research, The Global Adult Education market will grow at a compound yearly growth rate (CAGR) of 7.50% from 2023 to 2030.

The demand for Adult Education is rising due to promotions or better job performance.
Demand for online courses and certification courses in the Adult Education market.
The offline teaching and formal structure learning category held the highest Adult Education market revenue share in 2023.
North America will continue to lead, whereas the EuropeAdult Education market will experience the strongest growth until 2030

Gaining Promotions or Better Job Performance to Provide Viable Market Output

The adult education market is witnessing a surge driven by a growing demand for career advancement. Professionals seek upskilling and specialized training to secure promotions and enhance job performance. This trend fuels a robust market for targeted courses, workshops, and certifications catering to diverse industries and sectors. Employers increasingly recognize the value of continuous learning, leading to employer-sponsored programs.

The University of Alaska Fairbanks offers various adult courses, including agriculture, business, engineering, and natural resources. The university reported revenue of $358 million.

(Source: www.nifa.usda.gov/about-nifa/press-releases/usda-nifa-invests-education-alaska-native-serving-native-hawaiian-serving)

Additionally, technological advancements facilitate convenient online learning options, further expanding the market reach. As a result, the adult education sector displays promising growth prospects, with a focus on tangible outcomes such as career progression and improved job effectiveness.

Technological Advancements to Propel Market Growth

The adult education market is poised for significant growth, driven by rapid technological advancements. The integration of cutting-edge technologies, such as virtual reality, artificial intelligence, and online learning platforms, is revolutionizing how adults access and engage with educational content.

The University of Illinois at Springfield provides several online courses and degree programs for adults. The university focuses on areas of study such as healthcare, business, and education. The university's revenue was $123 million.

(Source: nces.ed.gov/npec/pdf/kuh_team_report.pdf)

It has led to a surge in personalized, interactive learning experiences catering to diverse learner preferences. Additionally, the convenience and flexibility offered by digital platforms have expanded the market's reach, overcoming traditional barriers like geographical constraints. As a result, the adult education market is witnessing a surge in demand, with robust growth projected in the coming years as technology continues to redefine the learning landscape.

Growing global literacy rates and a keen interest in adult learning

Market Dynamics Of Adult Education

Key Drivers for Adult Education

Demands for Reskilling and Upskilling as a Result of Workforce Automation: Adult workers are increasingly required to reskill or upskill as automation, artificial intelligence, and digitization redefine job requirements across industries. Both employers and workers understand how critical it is to adjust to technological advancements in fields like coding, digital marketing, and data analytics. Programs for adult education offer the specialization and flexibility required to close this skills gap, which encourages enrollment in both developed and emerging nations.

Government Programs and Grants to Encourage Lifelong Learning: Numerous governments have put policies in place to promote lifelong learning through free community programs, tax breaks, and subsidized courses. The Erasmus+ program for adult learners in Europe and the adult basic education grants offered by the U.S. Department of Education are two examples. Through accessible adult education, these programs promote inclusive economic growth by focusing on underserved groups like older workers, immigrants, and the unemployed.

Key Restraints for Adult Education

Adults' Time Limitations and Conflicting Responsibilities: Adult learners frequently find it difficult to balance their academic commitments with their personal and professional responsibilities. Childcare, full-time work, and elder care are among the responsibilities that limit sustained participation in learning...

IntroductionThe digitalization of healthcare poses a risk of exacerbating health inequalities. Dutch public libraries offer freely accessible e-health courses given by trainers. However, there is limited knowledge on whether these libraries successfully reach and support those in need. This study aimed to explore trainers’ perspectives on the challenges, successes, and potential improvements in digital health skill education in a library setting.Materials and methodsTrainers of the e-health course were interviewed. Topics included: the role of the library in digital health skills education, the successes and challenges in reaching groups with a low socioeconomic position, the perceived impact of the digital health skills education, and strategies for future improvement in digital health skills education. A deductive analysis based upon the interview guide topics was performed. A second inductive analysis was applied to identify underlying patterns. Coding was done independently and cross-checked. Codebooks and themes were determined in discussion with authors.ResultsThree themes emerged. 1) Trainers’ services, skills and expertise: Trainers identified older adults, youth, people with low (digital) literacy, the unemployed, and people from non-native cultural backgrounds as the groups most in need of support. Trainers felt equipped to address these groups’ needs. 2) The libraries’ reach: improving engagement, perceived accessibility, and clients’ barriers: Despite trainers’ efforts to adjust the course to the target groups’ level of commitment, digital and literacy levels, and logistics, the digital health course predominantly engages older adults. Experienced barriers in reach: limited perceived accessibility of the public library and clients’ personal barriers. 3) Collaborations with healthcare, welfare and community organizations: Trainers emphasized that collaborations could enhance the diversity and number of participants. Current partnerships provided: reach to target groups, teaching locations, and referral of clients.DiscussionTrainers in public libraries recognize a various target groups that need support in digital health skill development. The study identified three challenges: accessibility of the digital health course, reach of the public library, and clients’ personal barriers. Public libraries have potential to support their target groups but need strategies to improve their engagement and reach. Collaborations with healthcare, welfare, and community organizations are essential to improve their reach to those most in need of support.

This report contains information on staff employed (directly and indirectly) by adult social services departments in England as at 30 September each year. It will be of interest to central government (for policy development, monitoring and workforce planning), local government (for benchmarking), lobbying organisations, academics and the general public. The report does not include information on staff employed by children's social services departments which is published by the Department for Education .

The report uses data collected by the National Minimum Data Set for Social Care (NMDS-SC). The NMDS-SC is managed by Skills for Care on behalf of the Department of Health and has been collecting information about social care providers and their staff since early 2006.

The previous data source used for this report was the Personal Social Services Staff of Social Services Departments return (SSDS001). Following a consultation it was decided that the NMDS-SC would replace the SSDS001 from September 2011 as the adult workforce data return for local authorities.

The data in this report are therefore not directly comparable with data from the SSDS001 because the SSDS001 covered both adults and children's services whereas this report focuses solely on adults and the adult job classifications are very different . Where possible however, some comparisons have been made to previous year's data to provide some context.

Challenging operating and volatile economic conditions after the pandemic have taken a toll on the Art and Non-Vocational Education industry’s demand. The industry's performance largely depends on New Zealand's economy, the amount of discretionary income people are willing to spend, consumer sentiment and business confidence. The pandemic triggered a substantial shift towards online learning systems for safety reasons. However, not all art and non-vocational establishments were suitable for online delivery, particularly those that need physical presence, hands-on activities or access to specific equipment. Revenue is expected to contract at an annualised 0.7% to $1.3 billion over the five years through 2025-26, mainly owing to sluggish demand over the two years through 2024-25. Small businesses and consumers were taken by surprise by the sudden hikes in interest rates in 2022-23, influencing discretionary spending. Revenue is expected to push down by 2.1% in 2025-26. Trends in discretionary income and consumer sentiment dictate demand. The industry is poised to recover from the COVID-19 pandemic and sticky inflation. Resurging demand for industry services is set to be driven by solid increases in net migration and international student enrolments. Both formal and informal adult education and training are on track to become increasingly important as the knowledge and skills required in an evolving economy continue to change. The emphasis on developing soft skills like critical thinking, communication and creativity is increasing. Art and non-vocational education equip students for success in an ever-changing and dynamic world. New technologies are on track to drive the need for new skills. Growing recognition of the need for lifelong learning is also going to stimulate demand. Ongoing technological advancements are poised to encourage industry change, including a growing reliance on digital learning and a shift away from traditional educational facilities as the central locations for adult and community education. Overall, revenue is forecast to lift at an annualised 3.0% to $1.5 billion over the five years through 2030-31, with greater revenue encouraging growing profit margins.

Overview of Literacy and Basic SkillsThe Ontario Literacy and Basic Skills (LBS) program helps adults in Ontario to develop and apply communication, numeracy, interpersonal and digital skills to achieve their goals. The LBS program serves learners who have goals to successfully transition to employment, post secondary, apprenticeship, secondary school, and increased independence. The program includes learners who may have a range of barriers to learning.The Ontario Adult Literacy Curriculum Framework (OALCF) is the cornerstone of Employment Ontario’s LBS Program, helping adults to achieve their goals of further education, work, and independence. The OALCF is a competency-based framework that supports the development of adult literacy programming delivered through the Literacy and Basic Skills (LBS) Program.Through the LBS Program, individuals access five services that contribute to the successful completion of a learner plan. Service providers may focus on preparing learners for different goal paths but each learner, regardless of the focus of the service provider’s programming, receives the same five services:Information and ReferralAssessmentLearner Plan DevelopmentTrainingFollow-upWho Can Participate?The LBS Program is available to Ontario residents who are out of school and communicate in English or French. Special emphasis is placed on serving individuals who are receiving social assistance through Ontario Works. Services are free, and are offered on-site at approximately 300 locations across the province, in directed and self-directed format, and online through e-Channel service delivery. Included in this dataset are the locations of organizations funded by the Ministry of Labour, Training and Skills Development. This dataset is not inclusive of all service delivery sites or locations, e.g. there may be services delivered at additional itinerant locations not included in this data layer. The Literacy and Basic Skills (LBS) program serves adult learners:who are Ontario residents;whose literacy and basic skills are assessed at intake as being less than the end of Level 3 of the International Adult Literacy and Skills Survey (IALSS) or the OALCF;who are at least 19 years old. On an exception only basis, LBS service providers may serve young adults between ages 16 to 18 who demonstrate the maturity to benefit from adult education. However, returning to the regular school system should be the priority for these learners; and who are proficient enough in speaking and listening to benefit fully from the language of LBS instruction (English or French). This eligibility requirement does not apply to Deaf learners. To ensure that the literacy needs of learners from different linguistic and cultural backgrounds are addressed, LBS services support programming for Deaf, Anglophone, Francophone and Indigenous learners.Literacy Service Planning and Coordination ProcessRegional networks support all stream and sector LBS service providers by facilitating the literacy services planning and coordination process in each community. The process involves all LBS service providers and, where possible, other community services. Its purpose is to facilitate effective and efficient delivery of the LBS Program within a broader system of education, training and labour market attachment services. Literacy Services Planning helps to ensure that there is no duplication or gaps in service within the local area. The principal product of the local planning and co-ordination process is the Literacy Services Plan. e-Channel e-Channel literacy is a web-based way to deliver LBS training that improves access for Ontarians who choose or are in need of independent distance learning. In particular, e-Channel provides better access for persons with disabilities and those who live in rural and remote communities. e-Channel services are currently available for learners in all four cultural streams: Aboriginal, Francophone, Deaf and Anglophone. e-Channel services are also available for learners preparing for apprenticeship and postsecondary education. e-Channel literacy provides self-directed and supported learning for those who are unemployed or under-employed but have responsibilities which restrict them from fully participating in other literacy programs. It can be accessed by employees in the workplace wishing to increase their literacy skills or by learners already being served by face-to-face training who wish to supplement their learning online. As an alternate mode of service delivery, e-Channel can be accessed by anyone who meets the eligibility requirements of the LBS Program. However, some computer skills are required to benefit from e-Channel delivery. The current e-Channel network consists of the following delivery organizations: Avon-Maitland District School Board (AMDSB) (Anglophone stream) 'The Learning Hub' Sioux Hudson Literacy Council (SHLC) (Aboriginal stream) 'Good Learning Anywhere' Coalition Ontarienne de Formation des Adultes (COFA) (Francophone stream) George Brown College (Deaf stream) ‘Deaf Learn Now’College Sector Committee for Adult Upgrading 'Academic & Career Entrance Program / ACE Distance' Data includes the following information for each service provider:Region (Ministry of Labour, Training and Skills Development geographical boundary)ProgramService Delivery Site Reference NumberService Delivery Site NameOrg Type (Service Delivery, Service Delivery E-Channel, Support Organization)Service Provider Name (legal name)Service Provider Reference NumberStream (Anglophone, Deaf, Francophone, Indigenous) *Note - Where applicable, "Stream" values for Support Organizations have been changed from "Not Applicable" to "Not Specified." Not Specified refers to Service Delivery Sites or Support Organizations where no Stream is identified.Sector (Community Agency, Community College, School Board)Service Delivery Site Business AddressService Provider Business AddressCMSMNAME - Specifies which Consolidated Municipal Service Managers (CMSM) or District Social Services Administration Boards (DSSABs) the site is geographically located in. LBOARD - Specifies which Local Board or Local Employment Planning Council (LEPC) the site is geographically located in. Site Longitude in MetresSite Latitude in MetresSite Longitude in Decimal DegreesSite Latitude in Decimal DegreesService providers have contractual agreements with the Ministry of Labour, Training and Skills Development to deliver a program.Service delivery sites are the physical locations where these programs are offered. There may be multiple service delivery sites for each service provider.Visit Employment Ontario for more information.

This report contains information on staff employed directly and indirectly by adult social services departments in England as at September 2014. Directly employed jobs are those recorded by the local authority as permanent, temporary or apprentices (directly employed) in the NMDS-SC. Indirectly employed jobs are those recorded by the local authority as agency, bank / pool, student, volunteer, apprentices (not directly employed) or other in the NMDS-SC. Further details on the definition of directly and indirectly employed job roles are provided in Annex C. It will be of interest to central government (for policy development, monitoring and workforce planning), local government (for benchmarking), charities, academics and the general public. The report does not include information on staff employed in the independent sector (private and voluntary) or children's social services departments published separately by the Department for Education). This report has used data collected by the National Minimum Data Set for Social Care (NMDS-SC) for the past four years (from 2011). The NMDS-SC is managed by Skills for Care (SfC) on behalf of the Department of Health and has been collecting information about social care providers and their staff since early 2006. Before 2011 the data source used for this report was the Health and Social Care Information Centre's 'Personal Social Services Staff of Social Services Departments' return (SSDS001). Following a user-wide consultation it was decided that the NMDS-SC would replace the SSDS001 from September 2011 as the adult social care workforce data return for councils. The NMDS-SC data in this report are not directly comparable with data from the SSDS001 because the SSDS001 covered both adults' and children's services and this report focuses solely on adults. The adult job classifications are also very different between the two sources. Trends prior to 2011 are therefore not provided in this report.

This report contains information on 112,200 jobs for people employed (directly and indirectly) by local authority adult social services departments in England as at September 2018. The report will be of interest to central government (for policy development, monitoring and workforce planning), local government (for benchmarking), charities, academics and the general public. The report does not include information on staff employed in the independent sector (private and voluntary) or children's social services departments (published separately by the Department for Education). This report has used data collected by the National Minimum Data Set for Social Care (NMDS-SC) for the past seven years (from 2011). The NMDS-SC is managed by Skills for Care (SfC) on behalf of the Department of Health and Social Care (DHSC) and has been collecting information about social care providers and their staff since early 2006. Please note: On 6th March 2019, the CSV file was updated to correct some discrepancies which included missing ‘Jobs by sickness days’ data. None of the other remaining publication outputs were affected.

Adjusted odds ratio of reporting response over time standards on main outcomes.

The global Agricultural Education Service Platform market is experiencing robust growth, driven by the increasing need for skilled agricultural professionals and the adoption of advanced technologies in farming. The market, currently valued at approximately $2 billion in 2025, is projected to exhibit a Compound Annual Growth Rate (CAGR) of 15% from 2025 to 2033. This expansion is fueled by several key factors. Firstly, the growing global population necessitates increased food production, demanding a more skilled and educated agricultural workforce. Secondly, the integration of technology within agriculture, encompassing precision farming techniques, data analytics, and smart irrigation systems, necessitates specialized training and upskilling programs accessible through digital platforms. Furthermore, government initiatives promoting agricultural modernization and sustainable farming practices contribute to the market's expansion. The market is segmented by application (adult and child education) and platform type (comprehensive agricultural education, professional field education, and others). The adult segment currently dominates the market, reflecting the need for experienced farmers to adapt to new technologies and techniques. Geographically, North America and Europe currently hold significant market shares due to advanced agricultural infrastructure and widespread internet access. However, regions like Asia-Pacific are expected to witness rapid growth owing to increasing government investments and the expanding agricultural sector. The market faces challenges such as the digital divide in certain regions and the need for continuous platform updates to incorporate emerging technologies. The competitive landscape comprises both established AgriTech companies and emerging players. Companies like Agri-Tech East, Farmers Edge, and AgriWebb are leveraging their existing networks and expertise to offer comprehensive solutions, while newer entrants are focusing on niche areas within agricultural education. The future of the market hinges on adapting to evolving technological advancements, including AI-driven learning platforms, virtual reality training, and personalized learning experiences. Continuous innovation and strategic partnerships will be crucial for market players to capitalize on the immense growth potential of this sector. Sustained investment in research and development, coupled with a focus on effective user engagement strategies, will determine success within this competitive and dynamically growing market.

BackgroundThe article presents the psychometric parameters and implementation of the adult education needs inventory (AENI) questionnaire, which is designed to measure the key competences of adult educators. It was constructed on the concept of key competences as proposed by the Council of the European Union. This model of competences is inscribed in the concept of lifelong learning and does not concentrate on the compensatory functions of the competences but merely promotes the insight of educators into their self-development. This article presents the construction process and psychometrical properties of AENI.Materials and methodsThe reliability of the test is confirmed by the inter-correlated results. The accuracy of the questionnaire was confirmed through principal component analysis (PCA). Apart from this, the accuracy of the theory was verified by a correlation between AENI and the Social Skills Profile (PROKOS), which measures the level of such social skills as assertiveness, cooperativeness, sociability, social resourcefulness, and social activeness. To check the accuracy of the theory, hypotheses were formulated which were related to both the correlated overall results (AENI and PROKOS) and the chosen scales.ResultsSix areas of need in development were distinguished: communication skills, multilingual and multicultural skills, digital skills, entrepreneurial skills, openness to science and culture, and social and civic skills. A low result on the scale indicates a need to develop a given skill because the respondent’s skills are weak. Such information is vital for employers and educators who wish to diagnose the areas that need improvement. The measures of reliability and accuracy allow us to state that the questionnaire possesses acceptable psychometrical factors. This study contains propositions for further improvement of the questionnaire and a key to interpreting the research results.ConclusionAdult education needs inventory questionnaire is a reliable research tool that can be used to assess the competences of adult educators. Also, it can be considered a voice of discussion regarding the necessity of raising the quality of education and raising the awareness of the education needs of individual adult educators and organizations that benefit from their services.