Our diverse portfolio of brands allow us to deliver for our customers at every stage of their lives
Meet All Our Brands
If you are a customer with a query, you should contact the company who administers your policy in the first instance.
Browse Our Brands
The workplace is evolving and investing in skills and development is needed now more than ever
In an ageing UK, where over 1 million workers are aged over 65, people are living longer and many people may need to work for longer than previous generations. Gone are the days of a career for life and now many people will have several different careers, motivations and skills by the time they reach retirement.
The workplace is evolving and investing in skills and development is needed now more than ever to improve employment opportunities, remaining in good fulfilling work for longer and ultimately help people to save more for the future.
The UK’s approach to lifelong learning is currently fragmented and feels inaccessible to many people who do not know what is accessible to them or how to gauge how useful it may be to their lives and careers.
Research by the Learning and Work Institute (LWI) found 49% of UK residents over the age of 17 reported having engaged in learning in the past three years. But only 36% of those aged 55 to 64 had done so. Of those aged 65 to 74 this falls to 24%1. The lack of investment post-compulsory education is telling and with few options available to older workers.
Whilst investment in lifelong learning is important, there are also attitudinal and practical barriers to learning, these sometimes stem from ageism and stereotypes – sometimes` from employers who fail to see the benefits of investing in older workers against graduates and young professionals. There are also many adults who have a fear of learning that stems from negative experiences in school and have internalised ageism thinking that they are too old to learn. However if the opportunities that are available were more widely communicated and advertised then this could potentially combat some of the barriers in this space.
Given the current experience of lifelong learning in the UK we teamed up with the International Longevity Centre (ILC) to explore and learn from other countries across the globe about how lifelong learning could be prioritised and culturally embedded throughout government and wider society. We want to learn from these countries, to see how we can potentially apply these practices to the UK to benefit all who wish to and need to engage in lifelong learning.
Highlights from around the world
The Netherlands
The Scholingsvoucher system present a great example of local governments working with private training partners to provide quality training opportunities.
By directly investing in those unemployed, this provides opportunities to upskill and help those back into employment.
Singapore
With financial support, targeted interventions and a culture of continuous learning in Singapore – this makes learning and reskilling much more successful and accessible to all citizens.
Skills Future provides ample opportunities to those of all ages to pursue a substantive skills reboot and stay relevant in a changing economy.
Country |
Key features of approach |
Key roles |
% of adults1 recently engaged2 in learning Higher = better (UK = 45) |
Adult1 disengagement rate Lower = better (UK = 42) |
OECD financial ranking3 1 = best (UK = 18) |
|---|---|---|---|---|---|
Canada |
Accessible learning opportunities A wider range of opportunities |
Provincial government leads on lifelong learning under a broad national framework. Community organisations play a significant role in provision |
47 |
39 |
6 |
Germany |
Support to identify learning needs and opportunities Accessible learning opportunities |
State governments play a significant role in arranging lifelong learning provision. Employers are also significant providers. |
47 |
45 |
11 |
Japan |
Culture of lifelong learning Accessible learning opportunities |
Strong state oversight, but lower investment with individuals and companies funding most learning |
37 |
57 |
1 |
Korea |
Culture of lifelong learning Accessible learning opportunities |
Lifelong learning councils in each city coordinate provision in their area, through accessible local centres. |
37 |
44 |
2 |
Netherlands |
A wider range of learning opportunities Accessible learning opportunities |
State oversight, and public investment, but provision delivered across sectors |
54 |
40 |
10 |
Singapore |
Culture of lifelong learning Support to identify learning needs and opportunities Public investment in lifelong learning |
Strong central government leadership through a single national agency, working in partnership with employers and others, who are incentivised to play a role. |
48 |
Not available |
Not available |
Sweden |
Culture of lifelong learning Public investment in lifelong learning |
Significant state investment supports learning provision in collaboration across the state, employers and learning providers |
56 |
35 |
16 |
Swipe the table to see more
1 Defined as aged from 25 to 64
2 Within the last 12 months
3 OECD assessment of national financial arrangements
Sources: Participation data: OECD, 2019. Survey of Adult Skills (PIAAC) (database 2012, 2015, 2019). Funding ranking: OECD, 2019. Getting Skills Right: Future-Ready Adult Learning Systems. Disengagement rates: OECD, 2021. Skills Outlook: Learning for Life. Per country.
These initiatives come from each countries unique national context but may not be too far out of reach for the UK population if we are to enable a culture of lifelong learning.
Here’s how we can apply this to the UK:
Read the full findings from the project here.
