The International Labour Organization has warned that rapid changes in the global labour market, driven by digitalisation, artificial intelligence, climate transition, and demographic shifts, could deepen inequality if governments fail to strengthen lifelong learning systems.
In a new report titled Lifelong Learning and Skills for the Future, the ILO said workers worldwide risk being left behind as jobs continue to evolve, stressing the need for stronger investment in inclusive education and training systems to prepare people for future employment opportunities. The report drew on worker surveys, online job vacancy analysis, institutional data, and a review of 174 studies on training systems.
Speaking on the report, ILO Director-General Gilbert F. Houngbo said lifelong learning has become essential to economic growth and social development.
“Lifelong learning is the bridge between today’s jobs and tomorrow’s opportunities. It is not only about employability and productivity, but also about supporting decent work, driving true innovation, and building resilient societies,” Houngbo said.
The report explained that the growing adoption of digital technologies and AI is transforming the nature of work globally, while the transition to environmentally sustainable economies is reshaping industries and employment patterns. It added that ageing populations in many regions are increasing demand for care workers and placing additional pressure on older employees.
According to the ILO, only 16 per cent of people aged between 15 and 64 participated in structured training in the year preceding their interviews. However, among full-time employees in formal organisations, around 51 per cent received employer-sponsored training.
The organisation said the figures highlight significant inequalities in access to learning opportunities, particularly between workers in the formal and informal sectors, as well as across varying educational backgrounds.
The report further showed that workers with lower levels of formal education and those employed in smaller businesses often rely primarily on “learning-by-doing”, while employees in larger and more structured organisations are more likely to benefit from formal training and mentorship from experienced colleagues.
The ILO stressed that concentrating solely on technical skills would be insufficient for the future labour market. Employers, it said, are increasingly seeking workers with a combination of digital, communication, teamwork, problem-solving, and socio-emotional skills.
According to the report, original ILO analysis of online job vacancies revealed strong demand for workers with blended skill sets, with socio-emotional competencies accounting for more than half of the requested skills in some countries.
The organisation noted that although AI-related skills currently represent a relatively small share of global skills demand, this is expected to expand over time. It explained that many workers currently rely on ready-made AI tools that do not require specialised expertise, but still depend heavily on digital literacy, critical thinking, and interpersonal skills.
The report also estimated that about 32 per cent of workers globally currently perform environmentally related tasks. However, the ILO warned that jobs created through the green transition may not automatically deliver decent working conditions unless supported by appropriate skills development and labour policies.
On the care sector, the report projected that global demand for long-term care workers could rise from 85 million in 2023 to 158 million by 2050. Despite this increasing demand, the organisation said many care workers continue to face poor wages and inadequate working conditions.
The ILO said lifelong learning should extend beyond formal classroom education to include workplace learning and broader social training opportunities. Such systems, it added, are necessary not only for productivity and employability, but also for social inclusion, innovation, and sustainable development.
The report also raised concerns over inadequate funding for adult education in many countries. According to the ILO, 34 per cent of high-income countries allocate less than one per cent of their public education budgets to adult learning, while the figure rises to 63 per cent in low-income countries.
While high-income countries generally maintain stronger learning institutions, the report said challenges such as poor coordination and unequal access persist. In lower-income countries, weak infrastructure and limited funding continue to undermine the effectiveness of learning systems.
The ILO called on governments, employers’ groups, and workers’ organisations to collaborate in expanding access to training, strengthening lifelong learning policies, and improving coordination and funding mechanisms.
The organisation warned that without urgent intervention, ongoing digital, green, and demographic transitions could leave large segments of the global workforce behind.
