In 2022, the biggest reason for employee training not reaching its desired outcome was ************************************************************************. This meant that new employees had to find a balance between their work schedule and training, with this often proving to be a challenge.

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.

In 2022, approximately ** percent of learning and development (L&D) professionals in the United States cited leadership and management training as their top priority. During the same period, tracking skills development was also regarded as a top priority for ** percent of U.S.-based L&D professionals.

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).

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 Higher Education Research and Development (HERD) Survey is the primary source of information on R&D expenditures at U.S. colleges and universities. The survey collects information on R&D expenditures by field of research and source of funds and also gathers information on types of research, expenses, and R&D personnel. The survey is an annual census of institutions that expended at least $150,000 in separately accounted for R&D in the fiscal year. This dataset includes HERD assets for 2022.

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

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).

This database contains an up-to-date array of comparative education statistics and indicators from Organisation for Economic Co-operation and Development (OECD) and non-OECD countries from 1985 onwards. It provides information on the human and financial resources invested in education, on access to, progression and completion of education, on how education and learning systems operate, and on the returns to educational investments.

These data were first provided by the UK Data Service in January 2007.

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).

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).

In 2022, learning and development professionals considered ************************* to be the most important aspect of workplace training. Between 2021 and 2022, two new areas of focus deemed to be important were introduced into the survey in diversity, equity, and inclusion, and digital upskilling/digital transformation.

Number of practitioners registered by setting type from June 2022 to December 2023.

Lifelong learning encompasses all learning activities undertaken throughout life with the aim of improving knowledge, skills and competences, within personal, civic, social or employment-related perspectives. The intention or aim to learn is the critical point that distinguishes these activities from non-learning activities, such as cultural or sporting activities.

Participation in education and training is a measure of lifelong learning. The participation rate in education and training covers participation in formal and non-formal education and training. Participation rates in education and training for various age groups and by different breakdowns are presented.

Annual data on participation in education and training in the last 4 weeks are calculated as annual averages of quarterly EU Labour Force Survey data (EU-LFS). Data on participation in education and training in the last 12 months are available every 2 years as from 2022.

The main indicator on adult participation in learning refers to the age group 25 to 64. Indicators on ‘participation in education and training in the last 12 months’ are considered to provide a more appropriate measure of participation in adult learning than indicators on ‘participation in education and training in the last 4 weeks’ as they present information about the share of people who were involved in education and training during a year.

Participation rates are calculated as follows:

• the numerator refers to persons in a given age group who stated that they received education or training (either in the last four weeks or in the last 12 months preceding the survey).
• the denominator consists of the total population of the same age group, excluding those who did not answer to the question 'participation in education and training'.

For data published in the folder 'Participation in education and training (last 4 weeks, LFS) - data from 1992 onwards (trng_lfs_4w0)' the data source (EU-LFS) is – where necessary – adjusted and enriched in various ways up to the reference year 2008, in accordance with the specificities of an indicator, including the following:

• correction of the main breaks in the LFS series,
• estimation of the missing values, i.e. in case of missing quarters, annual results and EU aggregates are estimated using adjusted quarterly national labour force survey data or interpolations of the EU-LFS data with reference to the available quarter(s).

Details on the adjustments are available in CIRCABC.

All other tables on participation in education and training (4 weeks) are not adjusted and therefore the results in these tables might differ.

Snapshot img

Corporate Training Market Size 2025-2029

The corporate training market size is forecast to increase by USD 43.86 billion, at a CAGR of 7.8% between 2024 and 2029. The market is experiencing significant shifts driven by the emergence of cost-effective e-learning training modules and the integration of IoT and wearable devices.

Major Market Trends & Insights

  North America dominated the market and accounted for a 46% during the forecast period.
  The market is expected to grow significantly in Europe as well over the forecast period.
  Based upon the Product, the Technical training segment was valued at USD 55.83 billion in 2023
  Based on the Type, Blended segment accounted for the largest market revenue share in 2023

Market Size & Forecast

  Market Opportunities: USD 076.48 Billion
  Future Opportunities: USD 43.86 billion 
  CAGR : 7.8%
  Europe: Largest market in 2023

Companies are increasingly adopting e-learning solutions due to their affordability and flexibility, enabling employees to access training materials anytime, anywhere. This trend is particularly relevant in today's remote work environment. Meanwhile, the Internet of Things (IoT) and wearable devices are revolutionizing corporate training by providing real-time data and analytics, allowing organizations to monitor employee performance and tailor training programs accordingly.

However, technical constraints pose a challenge to implementing these advanced training methods. Companies must ensure their IT infrastructure can support these technologies and that employees have the necessary skills and resources to utilize them effectively. Addressing these challenges will be crucial for organizations seeking to stay competitive and provide their workforce with the most effective and up-to-date training solutions.

What will be the Size of the Corporate Training Market during the forecast period?

Request Free Sample

The market continues to evolve, with dynamic market activities unfolding across various sectors. Training materials are no longer static documents, but rather interactive and accessible through learning platforms that support professional development and training administration. Virtual classrooms and instructor-led training are seamlessly integrated with e-learning platforms, enabling mobile learning and sales training. Compliance training, assessment tools, and performance support are essential components, ensuring training effectiveness and adherence to learning objectives. Knowledge management and training content development are crucial for management training and skill development. Course authoring tools and e-learning authoring tools facilitate rapid elearning and video conferencing, while learning analytics and xapi compliance offer valuable insights into training delivery methods and training needs analysis.
The integration of collaboration tools, self-paced learning, and online courses fosters employee engagement and career advancement. Talent management and certification programs leverage adaptive learning and api integrations to provide personalized learning experiences. Data security and training budget considerations are essential aspects of this evolving landscape. The market is characterized by ongoing innovation, with emerging trends such as AI-powered learning, simulation training, and on-the-job training shaping the future of professional development. The continuous integration of these technologies and methodologies ensures that corporate training programs remain effective and adaptable to the ever-changing business landscape.

How is this Corporate Training Industry segmented?

The corporate training 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.

Product

  Technical training
  Non-technical training


Type

  Blended
  E-learning


Industries

  Retail
  Pharmaceutical and Healthcare
  Financial Services
  Professional Services
  Public Enterprises
  Information Technology


Training Purpose

  Leadership Development
  Compliance
  Skill Development


Company Size

  Small Businesses
  Medium Businesses
  Large Enterprises


Geography

  North America

    US
    Canada


  Europe

    France
    Germany
    Italy
    Spain
    UK


  Middle East and Africa

    UAE


  APAC

    China
    India
    Japan
    South Korea


  South America

    Brazil


  Rest of World (ROW)

By Product Insights

The technical training segment is estimated to witness significant growth was valued at USD 55.83 billion in 2019 and showed a gradual increase during the forecast period.

The market for non-technical skills is experiencing significant growth due to the increasing importance of soft skills in driving employ

🇸🇦 사우디아라비아

Title

Immunization Agenda 2030 (IA2030) 1st Movement Full Learning Cycle (FLC 2022) – “How are you doing?” Value Creation Stories Survey (Version 1.0)

Research audience

Education researchers interested in the application of the “value creation stories” (VCS) conceptual framework elaborated by Etienne Wenger et al. in the study of communities of practice and other types of digital communities.

Credits

Author

The Geneva Learning Foundation 18 avenue Louis Casaï CH-1209 Geneva, Switzerland research@learning.foundation

Principal Investigator and corresponding author

Reda Sadki, The Geneva Learning Foundation (TGLF) reda@learning.foundation

Project partners

Bridges to Development University of South Australia Centre for Change and Complexity in Learning (C3L)

Roles and responsibilities

• Design: The Geneva Learning Foundation
• Implementation (sample collection): The Geneva Learning Foundation
• Processing: The Geneva Learning Foundation, Bridges for Development, Centre for Complexity and Change in Learning (C3L)
• Anonymization: The Geneva Learning Foundation and Bridges for Development
• Data cleaning: Bridges to Development
• Submission: The Geneva Learning Foundation

Funding sources or sponsorship that supported the data collection

Wellcome, Bill & Melinda Gates Foundation (BMGF)

Recommended citation

The Geneva Learning Foundation, 2023. Value Creation Stories (VCS) weekly feedback survey, 2022 Full Learning Cycle (FLC) of the Movement for Immunization Agenda 2030 (IA2030) (Version 1.0). [Data Set]. The Geneva Learning Foundation. DOI: 10.5281/zenodo.7763922

Description of the sample

File list:

This file is IA2030_FLC_2022_Value_Creation_Stories.README.md

IA2030-EN_FLC_2022_Value_Creation_Stories-questions_mapping.csv : List of the survey’s questions and their code in English as well as their unit. (21 questions) - Version 1: Geneva Learning Foundation, 31 March 2023.

IA2030-EN_FLC_2022_Value_Creation_Stories.csv : Dataset Response of participants that replied in English. (n: 2101, obs:5601) - Version 1: Geneva Learning Foundation, 31 March 2023.

IA2030-FR_FLC_2022_Value_Creation_Stories-questions_mapping.csv: List of the survey’s questions and their code in English as well as their unit. (21 questions) - Version 1: Geneva Learning Foundation, 31 March 2023.

IA2030-FR_FLC_2022_Value_Creation_Stories-Google_translation.csv: Dataset Response of participants that replied in French translated to English using “Google Translate” (n: 1585, obs:4493) - Version 1: Geneva Learning Foundation, 31 March 2023.

IA2030-FR_FLC_2022_Value_Creation_Stories.csv: Dataset Response of participants that replied in French (n: 1585, obs:4493) - Version 1: Geneva Learning Foundation, 31 March 2023. Relationship between files: The questions codes data set are the same code as the column variables and can be connected.

Relationship between files

The questions codes data set are the same code as the column variables and can be connected.

Related data sets

This is a subset of data collected by The Geneva Learning Foundation (TGLF) during the 1st IA2030 Full Learning Cycle (FLC). The complete data set is more comprehensive, and includes: demographic information (gender, country), health system information (respondent’s health system level), respondents’ analyses of challenges and priorities.

Additional data sets for the first Full Learning Cycle (FLC) of the Movement for Immunization Agenda 2030 (IA2030) are available from The Geneva Learning Foundation (TGLF) Insights Unit insights@learning.foundation

Other publicly accessible locations of the data

The Geneva Learning Foundation publishes data sets in relation to its Immunization Agenda 2030 (IA2030) Movement learning programme in the Zenodo open repository community: https://zenodo.org/communities/ia2030/

1. Purpose and Objectives

Primary goal of the survey:

This survey had two goals in the context of TGLF’s IA2030 Movement Full Learning Cycle programme (2022): 1. Provide an asynchronous mechanism for support between peers (participants) and from the TGLF team; and 2. collect and measure programme participants’ value creation stories (VCS) during the programme.

Martin de Laat’s “value creation stories” (VCS) has been used primarily in small-scale, qualitative studies of communities of practice, online forums, and education activities.

This data set includes both quantitative (Likert) and qualitative (open text) responses to the VCS questions, collected over a period of four months (7 March – 20 June 2022) from a cohort that began with 6,185 participants on the start date.

2. Population and Sample

The target population were participants of the Geneva Learning Foundation’s Movement for Immunization Agenda 2030 (IA2030) learning programme. The initial cohort admitted to the programme was 6,185 individuals from 99 countries. Only participants who were formally admitted to the programme received the invitation to complete the survey.

Programme participants were free to choose if and when to report (self-selection), and their responses were not checked against any other measures (self-reporting).

Languages: French and English

3. Survey Design and Methods

Data collection period: 7 March 2022 – 20 June 2022

Between 7 March and 20 June 2023, participants in the Geneva Learning Foundation’s “Immunization Agenda 2030” (IA2030) Movement Full Learning Cycle (FLC) were asked to respond to a questionnaire titled “How are you doing?”.

Participants received a personalized email with the request to share feedback about their experience during the week. The link to share feedback was also included in other reminder and information emails sent in response to participant needs.

The first survey was launched on the 11 of March 2022 and the last at 17 of March 2022, totalizing 15 requests. Participants could answer the survey at any time and as many times that they wished.

The group of 6,185 participants grew over the course of the Cycle, as additional participants were able to join the initiative throughout the four-month period.

Software- or Instrument-specific information needed to interpret the data

• Automated translation of French data was performed using Google Translate
• Methods used for removing or anonymizing personal identifiers or sensitive information:
• Unique identifier: Unique identifiers were anonymized using MD5 Hashing via the web site Miracle Salad.Unique identifiers can be used to identify respondents who may have answered the survey more than once, at different points in time. This approach provides a method to anonymize sensitive data using MD5 hashing.*Limitation: MD5 hashing is a one-way function; it is not possible to dehash the data and recover the original information.**
• Macros developed in Excel to replace Country names in qualitative responses. (No country information were collected in this survey, but some respondents referred to their specific contexts in their responses.) The macro did not account for typos, in case any country information is found please contact: research@learning.foundation

Data collection start and end dates:

7 March 2023 until 20 June 2023

Events or circumstances during data collection that may have influenced results:

No requests for responses were sent during TGLF’s “Term break” between 16-30 April 2022.

4. Data Processing and Cleaning

• Incomplete or inconsistent responses: Not cleaned, as respondents were able to opt out of specific sections of survey or skip questions.
• Data transformations or imputations: None
• Treatment of outliers or extreme values: None

5. Variables and Measures

The survey included Likert scale questions and qualitative open texts based the conceptual framework for Value Creation Stories (VCS) developed by Wenger et. al. (2011). There are no derived or calculated variables. Items are Likert scale, multiple choice, and open text.

6. Data Quality and Reliability

All the responses done before or after the FLC period (7 March – 20 June 2022) were excluded of the sample.

7. Data Privacy and Anonymization

Methods used for removing or anonymizing personal identifiers or sensitive information:

• Unique identifier: Unique identifiers were anonymized using MD5 Hashing via the web site https://www.miraclesalad.com/webtools/md5.php. Unique identifiers can be used to identify respondents who may have answered the survey more than once, at different points in time. This approach provides a method to anonymize sensitive data using MD5 hashing.
• Limitation: MD5 hashing is a one-way function; it is not possible to dehash the data and recover the original information.
• Macros developed in Excel to replace Country names in qualitative responses. (No country information were collected in this survey, but some respondents referred to their specific contexts in their responses.)

8. Data Availability and Accessibility

This data set is made available on Zenodo.org in the Zenodo community “Movement for Immunization Agenda 2030 (IA2030)” https://zenodo.org/communities/ia2030/

Requests for additional information should be addressed to research@learning.foundation.

This is a subset of data collected by The Geneva Learning Foundation (TGLF) during the 1st IA2030 Full Learning Cycle (FLC).

The complete data set is more comprehensive, and includes: demographic information (gender, country), health system information (respondent’s health system level), respondents’ analyses of challenges and priorities.

Other publicly accessible locations of the data

The Geneva Learning Foundation publishes data sets in relation to its Immunization

Snapshot img

Corporate Blended Learning Market Size 2024-2028

The corporate blended learning market size is forecast to increase by USD 54.55 billion, at a CAGR of 15.91% between 2023 and 2028. Rising incorporation of microlearning will drive the corporate blended learning market.

Major Market Trends & Insights

North America dominated the market and accounted for a 48% growth during the forecast period.
By the Type, the Systems sub-segment was valued at USD 7.4 billion in 2022
By the End-user, the Automotive industry sub-segment accounted for the largest market revenue share in 2022

Market Size & Forecast

Market Opportunities: USD 465.11 million
Future Opportunities: USD 54.55 billion 
CAGR : 15.91%
North America: Largest market in 2022

Market Summary

The market is poised for significant growth during the forecast period, driven by the increasing adoption of core technologies such as artificial intelligence and virtual reality in training programs. Blended learning, which combines traditional classroom instruction with online learning, is becoming a preferred choice for businesses seeking to enhance employee skills and productivity. Key service types and product categories include custom content development, learning management systems, and microlearning. The application of microlearning, which delivers training in short, focused modules, is gaining popularity due to its flexibility and convenience. However, the lack of effective training needs assessment remains a challenge for organizations.
Major companies in the market include IBM, Microsoft, and SAP. Regulations, such as those related to data privacy and security, are also shaping the market landscape. Related markets such as the e-Learning and Corporate Training Market and the Virtual Reality in Education Market are also experiencing similar trends.

What will be the Size of the Corporate Blended Learning Market during the forecast period?

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

How is the Corporate Blended Learning Market Segmented and what are the key trends of market segmentation?

The corporate blended learning industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2024-2028, as well as historical data from 2018-2022 for the following segments.

Type

  Systems
  Content
  Courses
  Solutions


End-user

  Automotive industry
  BFSI sector
  Consumer goods industry
  Energy industry
  Others


Geography

  North America

    US


  Europe

    Germany
    UK


  APAC

    China
    Japan


  Rest of World (ROW)

By Type Insights

The systems segment is estimated to witness significant growth during the forecast period.

Blended learning, a dynamic fusion of traditional classroom instruction and digital technologies, is revolutionizing corporate training programs. Microlearning modules, delivered through mobile learning applications and project-based learning activities, enhance employee engagement. Learning analytics dashboards provide valuable insights into learner performance, while adaptive learning technologies tailor content to individual needs. Blended learning platforms integrate learning technology, instructional design models, and virtual classroom software to create immersive learning experiences. Compliance training programs benefit from simulation-based training and scenario-based learning. Curriculum design principles, such as personalized learning paths and gamified learning experiences, boost learner motivation. The market for blended learning is poised for growth, with adoption increasing by 25% in recent years.

Performance support tools, collaborative learning tools, and knowledge management systems are expected to drive this expansion. By 2025, the industry is projected to grow by 30%, fueled by the demand for data-driven learning strategies and virtual reality training. Learning technology integration, such as the incorporation of LMS, SIS, and enterprise resource planning systems, is crucial for effective content management. Competency-based training and instructional design models ensure a comprehensive understanding of key concepts. Virtual classroom software, e-learning content development, and e-learning accessibility standards ensure inclusivity and access to learning opportunities for all employees. In the corporate world, blended learning is transforming talent development programs, onboarding training, and leadership development modules.

Training needs analysis and social learning platforms facilitate continuous learning and skill enhancement. The future of corporate training lies in the seamless integration of technology and pedagogy, offering personalized, interactive, and effective learning experiences.

The Systems segment was valued at USD 7.4 billion in 2018 and showed a gradual increase

Early learning goal combinations (at the expected level) across all 12 early learning goals contributing to a good level of development.