Key points

Structural transformations are increasing the importance of lifelong learning in Latin America and the Caribbean, especially given persistent decent work deficits. Access to quality learning is unequal, with workers in formal firms benefiting significantly more than those in the informal sector. Analysis of vacancy data in Brazil and Uruguay shows that employers demand rounded skills profiles, with foundational cognitive and socio-emotional skills remaining essential alongside technical competencies. The region is ageing rapidly, increasing care needs and highlighting the necessity for better recognition and valuation of workers’ skills in sectors that create social value.

Lifelong learning and changing skills demand as a strategic policy priority

Lifelong learning is essential for empowering individuals and strengthening enterprises. It contributes to innovation, productivity, and sustainable growth while fostering inclusion and social cohesion. As technological innovation, such as the introduction of artificial intelligence (AI), and the transition towards greener economies reshape labour markets, lifelong learning has become a strategic policy priority for fostering resilience among workers and enterprises in the region.

Future-of-work trends and decent work issues in the region

Informality remains high in the region, averaging around 47 per cent. This issue is particularly prevalent in micro, small, and medium enterprises (MSMEs) and amongst own-account workers, where low productivity and poor employment quality often converge. Labour market transformations risk widening existing inequalities across gender, age, and geography. Furthermore, the region’s population is ageing rapidly, which expands care needs and places additional pressure on social security systems and the existing workforce.

Findings on lifelong learning access and a new survey tool to fill data gaps

Average participation in formal and non-formal education and training stands at 15.6 per cent in the region, almost identical to the world average. However, this figures conceals large variations, with participation exceeding 20 per cent in Argentina, Uruguay, and Bolivia, while remaining below 10 per cent in Saint Lucia and Guyana. Workers in formal firms have significantly higher access to training, at 61.3 per cent, compared to the general population. To address missing granular data on informal learning and barriers to participation, the ILO has developed and piloted a new lifelong learning survey tool.

Insights on skills dynamics from big-data analytics

Big-data analytics of online vacancies from the platform BuscoJobs in Brazil and Uruguay identify the skills driving employment outcomes. Natural language processing techniques were used to extract information from millions of vacancies based on an ILO taxonomy. While online vacancies may underrepresent manual skills, they provide detailed insights into the evolving demand for complex skill sets and how these are bundled by employers.

Demand for skills and skills bundles

Employers place substantial emphasis on socio-emotional skills, which account for 54 per cent of required skills in Brazil and 46 per cent in Uruguay. Competencies such as people management and customer service are the most frequently requested. Demand for AI and machine learning skills remains low at approximately 1 per cent but is increasing over time. The report highlights that employers often require diverse skill bundles, combining cognitive and socio-emotional competencies to perform tasks effectively.

Skills demand and job attributes

Vacancies requiring a greater number of skills tend to offer higher wages. In Uruguay, jobs in the top 20 per cent of the wage distribution are more likely to demand core cognitive and social management skills. Conversely, socio-emotional skills like character and customer service are frequently demanded at the lower end of the distribution. This suggests that skills creating significant social value are often inadequately valued and remunerated in the current labour market.

Skills demand and major labour market transitions

Population ageing is projected to increase the need for long-term care workers from 7.5 million in 2023 to 15.2 million in 2050. The green transformation also requires rounded skill sets rather than a narrow focus on technical tasks. AI exposure is generally higher in wealthier areas, and women disproportionately work in occupations with greater automation risks. Digital literacy, critical thinking, and social abilities are essential for these transformations to translate into inclusive growth.

Building blocks of successful lifelong learning systems and countries’ realities

Successful systems require strong governance, sustainable financing, and social dialogue. They must support flexible learning modalities that respond to learners’ needs, changing labour market conditions, and diverse national contexts. Effective systems also require a coordinated approach between governments, employers, and workers’ organisations.

Institutional findings

Surveys conducted in Chile, Colombia, Costa Rica, and Mexico reveal a comprehensive official understanding of lifelong learning that spans formal, non-formal, and informal settings. However, certification frameworks vary; Costa Rica reports the most comprehensive framework, while Colombia reports a narrower set of standards. Financing remains a central issue, as public expenditure on adult learning is generally low across the region.

The effectiveness of skills programmes

A meta-analysis of 167 impact evaluations shows that programmes combining classroom learning with on-the-job components, such as internships and apprenticeships, are most effective. Comprehensive approaches that include job search assistance and financial support produce better results, particularly for women. Formalised coordination with the private sector helps ensure that training programmes remain demand-driven.

Policy conclusions

Key recommendations include adopting a holistic vision of lifelong learning that integrates social protection and active labour market policies. Policies should build inclusive and flexible pathways that recognise prior learning and transitions between education and work. Investing in equity for disadvantaged groups and aligning learning with labour market transitions are critical. Finally, shared responsibility among stakeholders and innovation within TVET institutions are required to meet changing demands.

Priority actions moving forward

Governments should develop clear strategic visions and effective financing mechanisms. Employers must collaborate on demand-driven training, with specific support needed for MSME employer organisations that are often underrepresented in skills policy. Workers should be empowered to contribute to system design through strong representative organisations. Training providers must innovate to offer comprehensive skills development, while development partners should help strengthen institutional capabilities in lower-income settings.