2015年-世界发展银行全球_State_of_Adult_Education_in_Russia___Ensuring_that_Older_Workers_Can_Acquire_Skills_for_the_Future_39页_1mb

Summary of the Russian Federation Aging Project: State of Adult Education in Russia

Core Content

This document examines the role of adult education in Russia as the country faces the challenges of an aging population and a shrinking labor force. It highlights the increasing importance of lifelong learning in sustaining economic growth, enhancing productivity, and promoting social inclusion, especially for older workers and low-skilled immigrants.

Main Challenges

• Demographic Shifts: Russia's population is aging rapidly due to increased life expectancy and low fertility rates, while the working-age population is shrinking.
• Skills Gap: There is a growing skills gap in the workforce, particularly in higher-order cognitive and socio-emotional skills.
• Low Participation in Adult Education: Only about 30% of Russia's adult population participates in adult education, far below OECD averages (40-80%).
• Inadequate Formal Education: The Russian education system is not well-equipped to meet the demands of the knowledge-based economy, especially in developing critical thinking, creativity, and problem-solving skills.
• Limited ICT Proficiency: Russian workers, both in and out of the workplace, show low levels of ICT use and on-the-job learning, which hampers innovation and productivity.

Key Issues and Insights

I. Setting the Stage: Living Long and Prosperous Lives

• Adult education is essential to address the demographic challenges and maintain economic competitiveness.
• It supports both productivity enhancement and social inclusion of vulnerable groups.
• Three major challenges are:
  1. Globalization and Skill Demand: Continuous changes in the global economy require workers to adapt and acquire new skills.
  2. Aging Workforce: More older workers and lower-skilled migrant workers are entering the labor market.
  3. Healthy Aging: Adult education can help reduce the burden on healthcare and pension systems by promoting active and healthy aging.

II. Education and Skills in the 21st Century

• The education system must produce workers who can continuously update their skills.
• The traditional "one-shot" education model is insufficient for a knowledge-based economy.
• Cognitive and socio-emotional skills are increasingly critical, with higher-order skills (e.g., problem-solving, decision-making) being in greater demand than technical skills.
• Lifelong learning and competency-based education are necessary to meet these demands.

III. Adult Education in Russia: Achievements and Constraints

• Current State:
  • Adult education coverage is limited.
  • There is a lack of a comprehensive policy framework.
  • Adult education is mainly provided through corporate training and regional initiatives.
• Social Role:
  • Adult education helps integrate low-skilled immigrants into the workforce.
  • It provides protection and inclusion for vulnerable groups in a rapidly changing economic and social landscape.

IV. Policy Considerations

• A genuine adult education system is needed to address the skills gap and support the aging workforce.
• Policy priorities include:
  • Developing occupational standards, certification, and accreditation.
  • Enhancing financing and incentives for adult education.
  • Promoting lifelong learning and competency-based curricula.
  • Expanding access to ICT skills and on-the-job training.

Conclusion

• The aging population and shrinking labor force are accelerating the need for a robust adult education system in Russia.
• Adult education is crucial for economic sustainability, social inclusion, and healthy aging.
• A comprehensive policy framework and investment in lifelong learning are necessary to ensure that Russian workers can adapt to the evolving demands of the 21st-century economy.

Key Data Points

• PIAAC Results: Russian adults score below OECD averages in basic cognitive skills, with a significant skills gap in higher-order and socio-emotional skills.
• Workplace Learning: Russian workers perform poorly in on-the-job learning and ICT use, compared to other OECD countries.
• Population Trends: The proportion of Russians aged 65+ is projected to increase from 13% in 2013 to 19% by 2031.
• Workforce Decline: Russia is losing about 1 million workers annually, with projections of over 20 million by 2050.

References

• World Bank (2013) – Russia Skills Report
• OECD (2013a, 2011) – PIAAC and other education assessments
• UNESCO (2009) – Final Declaration of the Sixth UNESCO International Conference
• Levin (2015) – Companion study on active aging

Summary of Findings

• Skills Gap: Grows with age and is particularly pronounced in higher-order cognitive and socio-emotional skills.
• Low Participation: Only 30% of adults in Russia participate in adult education, compared to 40-80% in OECD countries.
• Need for Lifelong Learning: To maintain productivity and competitiveness, Russia must adopt a lifelong learning model that includes skills upgrading, retraining, and the development of socio-emotional competencies.
• Social Inclusion: Adult education is vital for integrating low-skilled immigrants and vulnerable groups into the workforce and society.
• ICT and On-the-Job Training: Low levels of ICT use and on-the-job learning are a major concern, as they hinder innovation and productivity.

Recommendations

• Develop a comprehensive policy framework for adult education.
• Expand coverage and accessibility of adult education programs.
• Invest in ICT skills and on-the-job training.
• Promote student-centered learning and competency-based education.
• Encourage lifelong learning as a national strategy to support an aging population and a shrinking workforce.