ReportCompetence Framework_DEF_19.06.2018

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2017-1-SK01-KA204-035385] Regarding the participation of adults in lifelong learning programs, a percentage of 6.9% in 2014 demonstrated the adults in Cyprus that participated in lifelong learning programs, while in Europe the percentage was at 10.7%. However, it seems that after the economic crisis in Cyprus, the need to increase the participation of adults in lifelong learning. The survey demonstrated that adults aged 25-64 in Cyprus with low qualifications (secondary and primary school graduates) participate in lifelong learning programs, while the percentage at European level is at 21.8%. In general, the participation of people with low qualifications (basic education and lower secondary education) of the overall population in lifelong learning in Cyprus is at low levels (1.3% in 2014). A very important note is that a larger number of graduates of higher education participate in comparison with graduates of post-secondary education (12.2%, 4.4% respectively). The above indicates significant inequalities at the expense of low-skilled people (Eurostat 2015) in their Access to learning and education. Concerning the employment in Cyprus, unemployed adults aged 25-69 is more likely to get involved in education and training programs in comparison to adults who are employed (5,2% and 7,6%, respectively). 2.3.3. UNITED KINGDOM The European Centre for the Development of Vocational Training (Cedefop) reports that: • The UK has, like Denmark and Germany, relatively extensive public employment services provision which makes formal rather than informal career guidance more likely to happen for unemployed people; • In the UK, “the children of parents with low levels of education have significantly lower proficiency than those whose parents have higher levels of education, even after taking other factors into account’” (p. 27); • “one consequence of a highly structured labour market can foster a belief that ‘opportunities are open to all’ and make individuals blame themselves for their failures in education and the labour market. (Sennett, 1998)” (p. 30); • In the UK, resilience and adaptability in front of career difficulties have varying levels (p. 35) • In the UK, “slipping down the earnings ladder has increased for the less educated”. Over the last 20 years, “not holding a degree-level qualification decreased the chances of upward mobility by 37%.” (p. 124).