OIT - Lifelong learning and skills for the future Insights for Africa

 ILO Brief 1 Lifelong learning and skills for the future: Insights for Africa  Regional Research Brief May 2026 Lifelong learning and skills for the future: Insights for Africa

 Lifelong learning and skills development are key policy priorities for Africa, fostering resilience , innovation , decent work and inclusion in the context of structural transformations and persistent labour market challenges.  Yet participation in quality learning that leads to recognized skills and qualifications remains limited and unequal. Evidence from the United Republic of Tanzania highlights strong disparities in workers’ access to such learning, shaped by formality status, education al attainment and literacy . This evidence is generated through a new, publicly available ILO survey tool capturing lifelong learning in the world of work.  The green and digital transitions are reshaping skills demand in African labour markets and reinforce the importance of lifelong learning systems that can support adaptation and fair access to new opportunities.  Against the backdrop of these transformations, s kills analysis using online vacancy data from Egypt and South Africa shows that employers demand rounded skills profiles, with technical skills often required alongside foundational socio-emotional and cognitive skills.  Lifelong learning must be treated as a cohesive system, requiring coordinated governance, adequate financing, flexible and inclusive learning pathways, quality assurance, data analysis, and accessible career guidance and outreach.  Evidence from the ILO institutional survey (including Cabo Verde, Congo, Madagascar, Morocco, the United Republic of Tanzania, Senegal, and South Africa) suggests that ambitious goals for lifelong learning systems are still out of reach for many countries . Yet there are also opportunities and examples of good practice across the region.

 Lifelong learning as a strategic priority for Africa Lifelong learning , as defined in Box 1, is central to job quality and innovation , the resilience of workers and enterprises in contemporary labour markets, and the

practice across the region.

 Lifelong learning as a strategic priority for Africa Lifelong learning , as defined in Box 1, is central to job quality and innovation , the resilience of workers and enterprises in contemporary labour markets, and the inclusion of marginalized groups . While it has economic goals, such as fostering productivity and sustainable growth, it also has important social and civic objectives, including active citizenship and social cohesion. Broad access to quality l ifelong learning depends on coherent learning systems. This means aligning policies, learning offers and support services to create seamless pathways across education, work and society. Embedded within this broad definition of lifelong learning, the main focus of this brief will be on learning and training in the world of work, not only because it is the main area of ILO intervention, but also because major transformations are changing skills requirements in the labour market. Indeed, Africa’s labour markets are evolving quickly . Ensuring that people can learn, adapt and transition is increasingly decisive for decent work and shared prosperity. Key points ILO Brief 2 Lifelong learning and skills for the future: Insights for Africa  Box 1. Lifelong learning definition adopted by the World of Work Report Lifelong learning encompasses all learning activities undertaken throughout life, individually or collectively, whether in educational, work, family or other social contexts. It aims to increase knowledge, skills and attitudes or behaviours conducive to le arning, responding to the aspirations and needs of individuals, groups as well as the wider economy, independently of whether it leads to formal certificates or qualifications.

Source: World of Work Report 2026: Lifelong learning and skills for the future , building on the Human Resources Development Recommendation, 2004 (No. 195) In many countries across the world, however, learning and training provision is fragmented and capacity constrained.

African countries are no exception to this trend. Systembuilding hinges on adequate governance, shared

the future , building on the Human Resources Development Recommendation, 2004 (No. 195) In many countries across the world, however, learning and training provision is fragmented and capacity constrained. African countries are no exception to this trend. Systembuilding hinges on adequate governance, shared financing, quality assurance of learning offers , qualified trainers, recognition of prior learning (RPL), and accessible career guidance and outreach. This regional brief is published alongside the ILO’s World of Work Report 2026: Lifelong learning and skills for the future , referred to herein as World of Work report. The brief draws selectively on the report’s analysis to highlight insights of particular relevance for Africa. The report sets out a broad definition of lifelong learning across education, the world of work and society and reviews global patterns in access (Part 1) ; examines how skills demand is shifting in the context of demographic change, the green transition and digitalization (Part 2); and distils which building blocks are needed for lifelong learning systems and skills programmes to perform effectively, covering governance, financing and delivery choic es (Part 3). The full report and interactive web portal provide the complete evidence base and additional details, including on the novel data sources used in the report and summarized in this brief. Interested readers should consult : https://www.ilo.org/lifelonglearning-and-skills-future. In Africa, skills development and lifelong learning are an urgent policy priority as reflected in the Agenda 2063 of the

1 These data are informative, because the United Republic of Tanzania is a large lower -middle-income country in sub -Saharan Africa that shares important labour market features with many countries in the region, including widespread informality, a young population and limited access to structured learning opportunities in th e world of work. While the findings are not intended to be directly representative of the region, they shed light African Union (AU), which calls for a Skills Revolution, and in the continental strategies adopted in 2025. These

including widespread informality, a young population and limited access to structured learning opportunities in th e world of work. While the findings are not intended to be directly representative of the region, they shed light African Union (AU), which calls for a Skills Revolution, and in the continental strategies adopted in 2025. These strategies include the Continental Education Strategy (CESA), the Continental TVET Strategy (CTVET) and the ILOAU Youth Employment Strategy. The Abidjan Declaration moreover calls for the investment in human capital by strengthening education, skilling, reskilling, upskilling and lifelong learning to leverage technology and emerging opportunities. Against this background, the brief turns, first, to the specific features of African labour markets that make lifelong learning an urgent priority, including persistent decent work deficits and ongoing labour market transformations. It next summarizes evidence on participation gaps and constraints in the world of work, drawing in part on the new ILO lifelong learning survey tool that was piloted in the United Republic of Tanzania.1 The brief then discusses skills demand according to online vacancy data, including findings from Egypt and South Africa . This analysis highlights that employers often seek rounded combinations of skills rather than stand -alone technical competencies. The final section draws out practical priorities for strengthening lifelong learning systems, from coordination and social dialogue to quality assurance and recognition, guidance and ou treach, and financing for flexible learning . This part is informed by the ILO ’s institutional survey - conducted in Cabo Verde, Congo, Madagascar, Morocco, the United Republic of Tanzania, Senegal, and South Africa - and selected policy examples from the region. on issues that are likely relevant in other African countries. The ILO lifelong learning survey was also piloted in Bangladesh and Fiji . The survey tool is publicly available and can be used for data collection elsewhere (see the report’s web portal for the full questionnaires and details on the data). ILO Brief 3

learning survey was also piloted in Bangladesh and Fiji . The survey tool is publicly available and can be used for data collection elsewhere (see the report’s web portal for the full questionnaires and details on the data). ILO Brief 3 Lifelong learning and skills for the future: Insights for Africa  Africa’s labour market challenges and future of work trends: why lifelong learning is pivotal for jobs and resilience A young and growing workforce Africa’s working -age population ( aged 15 to 64 years) is projected to almost double by 20502. The youth population (here defined as including ages 15 to 34) accounts for about 60 per cent of the working age population. The youth population is growing rapidly and is expected to reach 846 million by 2050. This youth bulge could be the region’s driving force for growth and development. However, a substantial portion of this growing workforce lack s access to decent employment opportunities. Youth unemployment and the quality of jobs available to young people remain critical issues. Nearly three in four (71.7 per cent) of young adult workers (aged 25 to 29) were employed in a form of work deemed “insecure” in 2023 (ILO 2024b). Combined with the limited productive opportunities for youth, a significant challenge is low levels of participation in education and training. As analysed below, a significant share of young people in Africa are classified as not being in education, employment or training ( NEET). Educational attainment, including technical and vocational training , remains at low levels . Twenty -one per cent of individuals aged 15 to 29 in Africa have never attended school or have completed only pre-primary education (Stoevska 2025). This demographic profile and pressure make lifelong learning an urgent labour market imperative. Expanding access to technical and vocational education and training, together with work-based learning, is essential to support school-to-work transitions and build a more resilient and

completed only pre-primary education (Stoevska 2025). This demographic profile and pressure make lifelong learning an urgent labour market imperative. Expanding access to technical and vocational education and training, together with work-based learning, is essential to support school-to-work transitions and build a more resilient and adaptable workforce. At the same time, recognition of prior learning, upskilling and reskilling are critical to help young

2 See https://africarenewal.un.org/en/magazine/unlocking -potential-africasyouth (accessed April 2026). 3 See https://www.uneca.org/ecaevents/sites/default/files/resources/documents/TCND/ARFSD2025/background/arfsdworkers progress from informal and insecure work into more productive and better-protected employment. Informality and decent work deficits are widespread Informal employment is the most prevalent form of employment in Africa, accounting for 85 per cent of workers in 2025, a figure that has remained almost the same for the past decade (ILO 2026). This persistently high level of informality, especially in sub -Saharan Africa , is largely attributed to the predominance of agricultural employment and weak capacities to create formal job s. Women, young people and rural populations are disproportionately represented in informal employment . This reflects persistent structural inequalities in African labour markets 3 (see also ILO (2023d)). Informal employment is characterised by low productivity, low wages, working poverty, and limited access to social protection, labour rights and essential services, including training opportunities. Despite the predominance of informal employment , the evidence presented below shows that training and structured learning opportunities are mostly limited to workers in formal employment, work -linked modalities or formal institutional pathways, thereby missing the majority of workers who learn and work in informal settings. This makes inclusive access to quality learning a core equity issue. Informal economy workers face multiple barriers to

structured learning opportunities are mostly limited to workers in formal employment, work -linked modalities or formal institutional pathways, thereby missing the majority of workers who learn and work in informal settings. This makes inclusive access to quality learning a core equity issue. Informal economy workers face multiple barriers to lifelong learning, including direct costs and opportunity costs, limited training availability, weak employer investment, and poor recognition of skills acquired informally. Informal apprenticeships remain a major skills pathway in several African countries, at rates comparable to formal apprenticeship systems in advanced economies (ILO 2024a). Yet policy frameworks still do not sufficiently reflect this reality or adequately recognize skills gained through such pathways. More inclusive skills policies are therefore needed to connect informal learning to better jobs and progression. The AU –ILO Youth Employment Strategy explicitly highlights the need to upgrade apprenticeship systems in the informal economy and expand recognition of prior learning (RPL) so that informally acquired skills 11_background_paper_on_goal_8_decent_work_and_economic_growth_en.pdf (accessed April 2026). ILO Brief 4 Lifelong learning and skills for the future: Insights for Africa become visible, portable and linked to further learning opportunities. Skills mismatches and uneven opportunity Skills mismatches are a central constraint to productive employment in Africa, reflecting both gaps in skill supply and limited demand for higher -level skills. While the number of young people completing secondary and tertiary education is increasing, many still enter the labour market without the competencies required by employers. In a study of ten African countries, 45 per cent of recent secondary-school graduates reported that their skills were considered inappropriate for their work, and 38 per cent said their education had not been useful in finding a job (African Union Commission and OECD 2021; Morsy and Mukasa 2019). Employer evidence from six countries shows that many graduates would still need retraining, especially

considered inappropriate for their work, and 38 per cent said their education had not been useful in finding a job (African Union Commission and OECD 2021; Morsy and Mukasa 2019). Employer evidence from six countries shows that many graduates would still need retraining, especially in technical skills (almost 50 per cent), digital, business and managerial skills (25 per cent ), and soft skills (10 -40 per cent) (ACET 2022) . Larger e mployers are also turning to international recruitment due to a lack of skills locally (IFC 2019). Labour markets are moreover generating too few quality jobs relative to aspirations and qualifications (OECD 2017; African Union Commission and OECD 2024). Access to opportunity is also uneven. Besides widespread informality, g ender and rural –urban disparities persist, with women and rural populations significantly underrepresented in skilled occupations , define d as including professional, managerial, clerical and skilled manual jobs. Only 15 per cent of women are employed in such occupations compared with 27 per cent of men, and only 13 per cent of rural workers compared with 30 per cent of urban workers. Moreover, fewer than 10 per cent of rural women are employed in skilled occupations against almost 45 per cent of urban men (African Union Commission and OECD 2024). These divides are reinforced by weak access to training, as analyzed below. Digitalization is amplifying these mismatches. By 2030, more than 230 million jobs in sub-Saharan Africa may require digital skills, yet education and training systems are not keeping pace (Chinen and Montorsi 2025). According to a study of 15 African countries , only 9 per cent of young

4 See https://www.worldbank.org/en/results/2023/06/26/from-connectivity-to-servicesdigital-transformation-in-africa (accessed April 2026). people have basic digital skills and only 5 per cent have intermediate digital skills (African Union Commission and

4 See https://www.worldbank.org/en/results/2023/06/26/from-connectivity-to-servicesdigital-transformation-in-africa (accessed April 2026). people have basic digital skills and only 5 per cent have intermediate digital skills (African Union Commission and OECD 2024) . At the same time, while digital skills are required, related opportunities remain highly unequal across countries and occupations (Chinen and Montorsi 2025; African Union Commission and OECD 2024). The twin transition The digital transformation and the shift towards greener, more climate -resilient economies are reshaping work, business, and trade in Africa. Both transitions create new opportunities for productivity, innovation and employment, but both also risk deepening exi sting inequalities if access to skills development remains uneven. As further analyzed below, h arnessing the potential of digitalisation depends largely on the skills available and significant skills gaps in Africa threaten to dampen this potential (African Union Commission and OECD 2024) . Limited connectivity, limited access to devices, and insufficient training in digital literacy and ICT skills risk widening existing divides across income groups, region, countries, firms, and gender. Further, affordability constraints, limited locally r elevant content, and inadequate digital skills and knowledge contribute to these gaps (African Union Commission and OECD 2024; Tempest 2020; GSMA 2025; ITU 2023).4 The green and climate transition is an equally significant driver of Africa’s skills and lifelong learning agenda. Adaptation and mitigation measures are already reshaping sectors such as energy, agriculture and transport, increasing demand for new technic al, vocational and transversal skills. Yet significant gaps remain in embedding green skills across education, training and qualification systems. Closing these gaps will be essential to unlock green jobs, support innovation and help enterprises adopt sustainability practices. Taken together, the twin transition makes lifelong learning a strategic imperative. Skills are key to resilience, inclusion

green skills across education, training and qualification systems. Closing these gaps will be essential to unlock green jobs, support innovation and help enterprises adopt sustainability practices. Taken together, the twin transition makes lifelong learning a strategic imperative. Skills are key to resilience, inclusion and opportunity, but must align with evolving labour market and societal needs as the World of Work report emphasizes. Lifelong learning should be central to transition strategies, ensuring inclusive and forwardlooking skills systems that enable all to adapt to a rapidly changing world of work. ILO Brief 5 Lifelong learning and skills for the future: Insights for Africa  Access to lifelong learning: available evidence for Africa Selected educational outcomes The World of Work report shows that formal educational participation and associated learning outcomes are strongly associated with countries’ income levels, with outcomes generally improving as income rises. The regional evidence presented here is consistent with this general finding. Figure 1 shows clear regional disparities in educational access and outcomes, with likely implications for the subsequent lifelong learning pathways of individuals as they start working. Sub-Saharan Africa records substantially lower participation in formal education than both North Africa and, even more so, the rest of the world: secondary enrolment stands at 57 per cent in sub-Saharan Africa, compared with 78 per cent in North Africa and 97 per cent outside Africa, while tertiary enrolment reaches only 12 per cent, against 37 per cent and 58 per cent, respectively. Learning outcomes also tend to be weaker, with mathematics proficiency at just 5 per cent in subSaharan Africa, compared with 24 per cent in N orthern Africa and 58 per cent elsewhere (this indicator, however, is available for only two sub -Saharan countries and thus should be interpreted with some caution). At the same time, the estimated literacy rate is lower in both subSaharan Africa and North Africa than in the rest of the

Africa and 58 per cent elsewhere (this indicator, however, is available for only two sub -Saharan countries and thus should be interpreted with some caution). At the same time, the estimated literacy rate is lower in both subSaharan Africa and North Africa than in the rest of the world. The share of youth not in education, employment, or training (NEET) is also higher in both African regions than in the rest of the world (Figure 1). These outcomes point to a combination of more limited formal educational opportunities, lower foundational skills in literacy and mathematics proficiency and higher exclusion risks, all of which may make it more difficult for workers to engage in and benefit from quality learning and training over the life course.

 Figure 1: Selected educational outcomes and Youth NEET rates, 2023 or latest available year, by region

Note: The outermost gridline represents 100 per cent for each indicator, except for mathematics, for which we take the sample maximum value (95). The position of each data point corresponds to the region's unweighted average. Mathematics proficiency refers to the percentage of children and adolescents ILO Brief 6

Lifelong learning and skills for the future: Insights for Africa who attain at least the minimum required level of proficiency in mathematics. The literacy rate for those aged 15 and above is calculated as the share of the population aged 15 or older who are literate. Secondary (or tertiary) gross enrolment is measured as the share of young people of official secondary (or tertiary) education age enrolled in tertiary education. The lower secondary completion rate is measured as the proportion of the relevant age group that has completed lower secondary education. Youth NEET refers to the proportion of young people aged 15 to 24 who are not in education, employment, or training.

Source: Adapted from World of Work Report 2026: Lifelong learning and skills for the future, based on UN, “SDG Indicators

education. Youth NEET refers to the proportion of young people aged 15 to 24 who are not in education, employment, or training.

Source: Adapted from World of Work Report 2026: Lifelong learning and skills for the future, based on UN, “SDG Indicators

Database” and ILO Harmonized Micro Data Collection (ILOSTAT).

Participation in learning beyond initial schooling The World of Work report examines two indicators that provide complementary evidence on access to lifelong learning opportunities among working-age individuals. The first, SDG indicator 4.3.1, is a broad individual -level measure of participation in formal and non -formal education and training among those aged 15 to 64 in the past calendar year (see Box 2 below for definitions of “formal” and “non -formal” learning). It provides an overall picture of the extent of learning opportunities across this population, although it does not distinguish by employment status or type of work. The second indicator, based on the World Bank Enterprise Surveys, focuses on employer-provided training for permanent workers in formal firms and thus offers insight into training opportunities within the formal economy, where organized learning is generally more accessible. Together, these indicators highlight both the limited overall reach of lifelong learning and the gap in access between formal and informal workers. For the first indicator, the main report finds that participation in formal and non -formal education and training varies little across country income groups. The African data broadly mirror this pattern. As shown in Figure 2, the average participation rate across African countries is 17.0 per cent, slightly above both the global average (15.5 per cent) and the average for the rest of the world (14.9 per cent). This suggests that, on this broad measure, African countries do not l ag behind the global average. However, the indicator is broad, does not distinguish by employment status, type of work or form of learning, and masks

per cent) and the average for the rest of the world (14.9 per cent). This suggests that, on this broad measure, African countries do not l ag behind the global average. However, the indicator is broad, does not distinguish by employment status, type of work or form of learning, and masks substantial disparities across countries: participation ranges from 7.4 per cent in Niger and 10.8 per cent in Mali to 23.9 per cent in Guinea -Bissau and 24.3 per cent in Comoros. Moreover, even where par ticipation is comparatively higher, the levels observed remain modest in absolute terms. Overall, the findings imply that lifelong learning opportunities remain limited for much of the working-age population in Africa, despite substantial crosscountry variation.  Figure 2: Participation in formal and non-formal education and training, 2023 or latest available year (percentage) by country

Source: Adapted from World of Work Report 2026: Lifelong learning and skills for the future, based on UN, “SDG Indicators

Database”.

The second indicator, based on the World Bank Enterprise Surveys, points to more favourable training opportunities ILO Brief 7 Lifelong learning and skills for the future: Insights for Africa within the formal economy , which represents only a minority of workers in Africa . On average, 46.1 per cent of full-time permanent workers in formal firms in sub-Saharan Africa received employer -provided training during the fiscal year, compared with 37.6 per cent in Northern Africa and 53.1 per cent in the rest of the world. This sug gests that, while training provision in formal firms in sub-Saharan Africa is below the level observed elsewhere, it remains relatively widespread compared with the much lower participation rates captured by the broader individual-level indicator. At the s ame time, the regional average again conceals substantial heterogeneity across countries. Employer-provided training reaches only 20.7 per cent of

Africa is below the level observed elsewhere, it remains relatively widespread compared with the much lower participation rates captured by the broader individual-level indicator. At the s ame time, the regional average again conceals substantial heterogeneity across countries. Employer-provided training reaches only 20.7 per cent of permanent workers in formal firms in Niger and 22.0 per cent in Burundi, but exceeds 60 per cent in Liberia, Mozambique, South Africa and Senegal and reaches 76.6 per cent in Lesotho. These results underline that access to organized learning opportunities within the formal economy varies considerably across African countries, even though formal sector workers are generally in a more favourable position than the working -age population as a whole.

What Tanzanian workers report: Unequal access to learning To complement the global indicators presented above, the brief also draws on evidence from the ILO’s new survey tool on lifelong learning in the world of work, using findings from the United Republic of Tanzania, one of the countries where the survey was piloted . The survey helps address important data gaps by capturing participation in formal, non-formal and informal learning (see Box 2 for definitions), as well as workers’ reported learning needs, barriers and unmet demand for training.

In more detail , formal learning refers to institutional learning leading to recognized qualifications; non -formal learning refers to organized but more flexible learning outside formal systems; and informal learning refers to learning through work, daily life and intera ction with others, including learning by doing and learning from peers. This distinction is especially important in contexts where structured learning opportunities are limited , and workers rely more heavily on informal learning modalities.  Box 2. Definition of formal, non-formal and informal learning adopted by the World of Work Report The report and this brief distinguish between the following forms of learning: Formal learning: institutional learning that is recognized by national authorities and leads to diplomas or qualifications, is structured by curricula and learning

learning adopted by the World of Work Report The report and this brief distinguish between the following forms of learning: Formal learning: institutional learning that is recognized by national authorities and leads to diplomas or qualifications, is structured by curricula and learning objectives and intentional for the learner.

Non-formal learning: organized learning outside formal systems (for example, within the workplace, community, civil society), which is typically more flexible; it may be validated or certified but often does not lead to official qualifications.

Informal learning: learning through daily life, work and community (including learning by doing and learning from peers), which may be unintentional; it can be made visible through recognition , validation, and/or accreditation.

Source: World of Work Report 2026: Lifelong learning and skills for the future.

Figure 3 points to st