A curated dataset of U.S. employee training and development statistics for 2024–2025, covering engagement, budgets, expenditure, unit costs, training hours, and delivery modalities (e-learning, ILT, VILT, blended, mobile, social, AR/VR, AI), with references to Gallup, ATD, Training Magazine, LinkedIn Business Solutions, Work Institute, and others.

Getting managers to **********************************************************************, were the biggest challenge for learning and development (L&D) professionals worldwide, accoring to a survey conducted in 2020. ****************************** was also among the top three challenges mentioned by L&D and HR professionals.

A curated dataset of 25+ statistics on leadership training and development covering adoption, budget trends, first-time manager training gaps, program effectiveness and ROI, retention impact, AI-enabled learning trends, generational preferences, and DEI disparities. Compiled and synthesized by HIGH5 from recent reports and surveys.

Percentage of enterprises that arranged training or development activities to employees, by North American Industry Classification System (NAICS) code and enterprise size, based on a one-year observation period. Training and development activities include job specific training, managerial training, training in new technology, training in new business practices, training in international business, digital skill training, data literacy skill training, coaching and mentoring for employees, and other training or development.

In 2024, the top way in which HR departments used artificial intelligence (AI) in learning and development (L&D) was to *************************************************************************************. *********** of HR professionals said this was the case within their department. Bottom of the list was to provide immersive learning experiences (e.g. virtual reality or augmented reality), where only ** percent of respondents gave this as their answer.

Workplace learning and development spending per employee has seen fluctuations over the years, with a notable decrease in 2022. Despite this recent dip, the overall trend shows a commitment to employee growth, with spending reaching ***** U.S. dollars per worker in 2023. This investment in human capital reflects the growing importance of continuous learning in today's rapidly evolving work environment. Adapting to new technologies As companies navigate the integration of artificial intelligence into their operations, learning and development strategies are evolving. In 2023, U.S. companies planned to invest in online courses as a primary method for AI training, while also valuing face-to-face training and live events. This balanced approach to learning reflects the complex nature of new technologies and the need for diverse training methods. Interestingly, by 2024, AI had become a significant tool in human resources, with ** percent of HR professionals reporting its use in recruiting, interviewing, and hiring processes. (1413448, 1500122) Measuring impact and optimizing resources Organizations are increasingly focused on measuring the impact of their learning and development initiatives. In 2023, L&D professionals identified performance reviews as the most useful method for assessing the impact on overall business performance, followed by employee productivity metrics. This emphasis on measurable outcomes aligns with the need to optimize training expenditures, especially in light of fluctuations in corporate training budgets. For instance, U.S. corporate training expenditure decreased by almost **** billion U.S. dollars in 2024 compared to the previous year, highlighting the importance of efficient and effective learning strategies. (1472187, 788521)

The adult education survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64 until 2016 and 18-69 from 2022 onwards. The reference period for the participation in education and training is the twelve months prior to the interview.

The following information is available from the AES:

• Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF);
• Volume of instruction hours;
• Characteristics of the learning activities;
• Reasons for participating;
• Obstacles to participation;
• Access to information on learning possibilities;
• Employer financing and costs of learning;
• Self-reported language skills.

Four waves of the survey have been implemented so far (2007 AES, 2011 AES, 2016 AES and 2022 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. As from 2011, the AES is underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2011 AES was carried out in 2011/2012, the 2016 AES in 2016/2017 and the 2022 AES in 2022/2023.

Comparable data for the four waves can be found in the following folders:

• Participation in education and training (last 12 months, AES) (trng_aes_12m0);
• Participation in informal learning (last 12 months, AES) (trng_aes_12m4);
• Access to information on education and training (last 12 months, AES) (trng_aes_12m1);
• Time spent on education and training (last 12 months, AES) (trng_aes_12m2);
• Obstacles to participation in education and training (last 12 months, AES) (trng_aes_12m3);
• Self-reported language skills (educ_lang_00).

Employees receiving job-related training, by sex, UK, published quarterly, non-seasonally adjusted. Labour Force Survey. These are official statistics in development.

To hold L&D management information

Number of practitioners registered and number of modules completed by setting type from June 2022 to March 2025.

The adult education survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64 until 2016 and 18-69 from 2022 onwards. The reference period for the participation in education and training is the twelve months prior to the interview.

The following information is available from the AES:

• Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF);
• Volume of instruction hours;
• Characteristics of the learning activities;
• Reasons for participating;
• Obstacles to participation;
• Access to information on learning possibilities;
• Employer financing and costs of learning;
• Self-reported language skills.

Four waves of the survey have been implemented so far (2007 AES, 2011 AES, 2016 AES and 2022 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. As from 2011, the AES is underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2011 AES was carried out in 2011/2012, the 2016 AES in 2016/2017 and the 2022 AES in 2022/2023.

Comparable data for the four waves can be found in the following folders:

• Participation in education and training (last 12 months, AES) (trng_aes_12m0);
• Participation in informal learning (last 12 months, AES) (trng_aes_12m4);
• Access to information on education and training (last 12 months, AES) (trng_aes_12m1);
• Time spent on education and training (last 12 months, AES) (trng_aes_12m2);
• Obstacles to participation in education and training (last 12 months, AES) (trng_aes_12m3);
• Self-reported language skills (educ_lang_00).

Between 2021 and 2022, organizations' talent strategies changed significantly, with ** percent claiming they at least had on in 2021, with this figure dropping to ** percent in 2022. In 2022, approximately ** percent of respondents said that their talent strategy completely aligned with their business strategy, an increase of almost ** percent since 2021.

Data: "Focus Group Guide (Employees)", "Focus Group Guide (Leaders)", and Data Summary.

Task 1.3: Employee Learning and Development Training Programs and Current Practices

Task 1.4: Literature Review

Task 2.1: Measures, Data Collection Tools, and Protocols

Task 2.2: Test and Validate Measures – Pilot

Task 3.1: Data Coding, Cleaning, and Validation Procedures

Task 3.2: Data Analysis

Final Report: Measuring and Improving the Effectiveness of ADOT’s Employee Learning and Development Program

Compendium of Research: Measuring and Improving the Effectiveness of ADOT’s Employee Learning and Development Program

This report reviews the collection, availability and quality of system-level data and metadata on education from countries participating in the PISA for Development project: Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia. PISA for Development aims to increase low income countries’ use of PISA assessments for monitoring progress towards national goals for improving education and for analysing the factors associated with student learning outcomes, particularly among poor and marginalised populations. The project also helps track progress towards the international education targets defined in the Education 2030 Framework for Action, which the international community adopted in 2015 as the strategy for achieving the Education Sustainable Development Goal (SDG). The report suggests technically sound and viable options for improving data quality, completeness and international comparability in the six countries that are reviewed. It also provides insights into overcoming some of the challenges common to countries that participate in PISA for Development and to other middle income and low income countries.

Snapshot img

US Professional Development Market Size 2025-2029

The US professional development market size is valued to increase USD 5.56 billion, at a CAGR of 6.9% from 2024 to 2029. Technological innovations that complement professional development courses will drive the US professional development market.

Major Market Trends & Insights

By End-user - K-12 segment was valued at USD 5.78 billion in 2022
By Type - Online segment accounted for the largest market revenue share in 2022

Market Size & Forecast

Market Opportunities: USD 72.86 billion
Market Future Opportunities: USD 5.56 billion
CAGR from 2024 to 2029 : 6.9%

Market Summary

The Professional Development Market in the US is a significant and continually expanding domain, with businesses investing heavily in upskilling and reskilling their workforce to remain competitive. According to recent data, the market is valued at over USD70 billion, reflecting the growing recognition of the importance of continuous learning in today's dynamic business environment (MarketDataForecast, 2021). Technological innovations play a pivotal role in this evolution, with mobile learning and open educational resources gaining increasing popularity. These advancements offer flexibility and accessibility, enabling professionals to learn at their own pace and convenience. Moreover, they cater to diverse learning styles and preferences, fostering a more engaging and effective learning experience.
The market's expansion is driven by several factors, including the evolving nature of industries, the increasing complexity of jobs, and the growing demand for a skilled workforce. Additionally, companies recognize that investing in their employees' professional development not only enhances their productivity and job satisfaction but also boosts employee retention and overall organizational success. Despite these opportunities, challenges persist, such as the need for standardized learning metrics and the integration of technology with traditional training methods. Addressing these challenges will be crucial for the market's continued growth and the effective delivery of professional development programs to businesses and individuals alike.

What will be the Size of the US Professional Development Market during the forecast period?

Get Key Insights on Market Forecast (PDF) Request Free Sample

How is the Professional Development in US Market Segmented and what are the key trends of market segmentation?

The professional development in US industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

End-user

  K-12
  Higher education
  Corporate/Organisation


Type

  Online
  Offline


Product

  Career advancement
  Skill enhancement
  Compliance and regulatory requirements
  Personal growth


Career Type

  Entry-level
  Mid-level
  Senior-level
  Executive education


Delivery Method

  Blended Learning
  Workshops
  Coaching


Geography

  North America

    US

By End-user Insights

The k-12 segment is estimated to witness significant growth during the forecast period.

The Professional Development Market in the US continues to evolve, with a significant focus on enhancing employee skills and competencies. According to recent studies, corporate training programs accounted for over 60% of the total professional development expenditure in 2020. This trend is expected to persist, with a growing emphasis on blended learning models, microlearning modules, and personalized learning experiences. Career development pathways, performance improvement plans, and competency frameworks are increasingly being adopted to align training initiatives with organizational goals. Elearning content development, gamified learning, soft skills training, and compliance training are popular areas of focus, with virtual instructor-led training and online learning platforms facilitating flexible and accessible learning opportunities.

Management training programs, talent management strategies, and employee engagement surveys are essential components of effective training programs. However, the vast array of training options and evolving teaching methods can be overwhelming, necessitating training program evaluation and learning analytics dashboards to measure training effectiveness metrics. Technical skills training, leadership development initiatives, and sales training programs are crucial for businesses to remain competitive. Knowledge management systems enable organizations to leverage their intellectual capital and foster a culture of continuous learning. The integration of artificial intelligence and machine learning in training programs further enhances their effectiveness. With the increasing importance of professional certif

Financial overview and grant giving statistics of Early Learning and Development Center

Financial overview and grant giving statistics of Research Institute for Learning and Development

The adult education survey (AES) covers adults’ participation in education and training (formal, non-formal and informal learning) and is one of the main data sources for EU lifelong learning statistics. The AES covers the resident population aged 25-64 until 2016 and 18-69 from 2022 onwards. The reference period for the participation in education and training is the twelve months prior to the interview.

The following information is available from the AES:

• Participation in formal education, non-formal education and training and informal learning (respectively labelled FED, NFE and INF);
• Volume of instruction hours;
• Characteristics of the learning activities;
• Reasons for participating;
• Obstacles to participation;
• Access to information on learning possibilities;
• Employer financing and costs of learning;
• Self-reported language skills.

Four waves of the survey have been implemented so far (2007 AES, 2011 AES, 2016 AES and 2022 AES). The first AES – referred to as 2007 AES – was a pilot exercise and carried out on a voluntary basis in 29 countries in the EU, EFTA (European Free Trade Association) and candidate countries between 2005 and 2008. As from 2011, the AES is underpinned by a European legal act and thus carried out in all Member States on a mandatory basis. The 2011 AES was carried out in 2011/2012, the 2016 AES in 2016/2017 and the 2022 AES in 2022/2023.

Comparable data for the four waves can be found in the following folders:

• Participation in education and training (last 12 months, AES) (trng_aes_12m0);
• Participation in informal learning (last 12 months, AES) (trng_aes_12m4);
• Access to information on education and training (last 12 months, AES) (trng_aes_12m1);
• Time spent on education and training (last 12 months, AES) (trng_aes_12m2);
• Obstacles to participation in education and training (last 12 months, AES) (trng_aes_12m3);
• Self-reported language skills (educ_lang_00).

Explore Saudi Arabia's education development indicators , including net attendance rates, literacy rates, teacher salaries, and more. Discover valuable insights and trends in education data for Saudi Arabia and other countries in the region.

UIS, attendance rate, literacy rate, teacher salaries, education indicators, net enrolment rate, drop-out rate, population, schooling

Saudi Arabia, Kuwait, Oman, Qatar, Bahrain, China, India

Follow data.kapsarc.org for timely data to advance energy economics research.

Note: © 2016 The World Bank Group, All Rights Reserved.Saudi Arabia education indicator related dataset from the world bank. There are over 1300 series in the dataset, we have selected those relevant to education category. Checkout other related dataset Population, Health and Employment in demographic category of our portal.Citation: "World Development Indicators| World Databank". Databank.worldbank.org. N.p., 2016. Web. 10 Mar. 2016.

This statistic shows the most used learning and development practices by organizations in 2015 in the United Kingdom. The largest share of respondents used on-the-job training, followed closely by in-house development programs.