Adult education demand and competitiveness patterns across European countries
-
DOIhttp://dx.doi.org/10.21511/ppm.24(1).2026.50
-
Article InfoVolume 24 2026, Issue #1, pp. 774-790
- 10 Views
-
0 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
Type of the article: Research Article
Abstract
The study aims to empirically group European countries based on competitiveness determinants and adult education demand to form a generalized cluster representation of their socio-economic characteristics. The sample covers 36 European countries from 2015 to 2024. The information base was formed using a set of indicators derived from the Global Competitiveness Index (GCI), together with an indicator reflecting adult education demand. The methodology includes standardization of indicators, selection of relevant variables using principal component analysis, and cluster analysis. The first two principal components explain 76.3% of the total variance, allowing a substantial reduction in the dimensionality of the dataset while preserving most of the information contained in the initial indicators. Clustering was conducted using Ward’s hierarchical method and the k-means algorithm, with verification of differences between clusters by analysis of variance (p < 0.05). To examine structural changes over time, clustering was performed for three benchmark years: 2015, 2020, and 2024. The results reveal five clusters of countries differing in institutional development, innovation potential, business environment characteristics, and adult education participation. A relatively stable core of highly competitive economies was identified, including Austria, Belgium, Germany, France, Ireland, Luxembourg, Denmark, the Netherlands, Norway, Sweden, Finland, and Switzerland. Other clusters show greater variability in composition. Across the benchmark years selected within the 2015–2024 observation period, Ukraine remained within the cluster characterized by the lowest values of competitiveness determinants and adult education demand, reflecting persistent structural constraints in the development of human capital and lifelong learning systems.
- Keywords
-
JEL Classification (Paper profile tab)I25, O15, O47
-
References30
-
Tables10
-
Figures4
-
- Figure 1. Scree plot of principal components
- Figure 2. Average cluster values for the selected indicators in 2015
- Figure 3. Average values of clusters in 2020
- Figure 4. Average values of clusters obtained in 2024
-
- Table 1. Principal component method for selecting the most relevant determinants of a country’s competitiveness
- Table 2. Factor loadings of indicators in the first and second components
- Table 3. Cluster composition of European countries according to competitiveness determinants and demand for adult education, 2015
- Table 4. Qualitative assessment of K-means clustering in 2015
- Table 5. Cluster composition of European countries according to competitiveness determinants and demand for adult education in 2020
- Table 6. Qualitative assessment of clustering performed using the k-means method in 2020
- Table 7. Cluster composition of European countries according to competitiveness determinants and demand for adult education in 2024
- Table 8. Qualitative assessment of clustering performed using the k-means method in 2024
- Table 9. Structural characteristics of clusters of European countries according to competitiveness determinants and demand for adult education in 2015–2024
- Table A1. Array of input data on the study of system relationships in the chain “demand for adult education – competitiveness of the country” (extract)
-
- Appleby, Y., & Bathmaker, A. M. (2006). The new skills agenda: Increased lifelong learning or new sites of inequality? British Educational Research Journal, 32(5), 703-717.
- Barros, R. (2025). The building of learning epiphanies in European adult education governance. Studies in Continuing Education.
- Boeren, E., Nicaise, I., & Baert, H. (2010). Theoretical models of participation in adult education: The need for an integrated model. International Journal of Lifelong Education, 29(1), 45-61.
- Bulut, M., Serçek, S., & Demir, Ş. (2022). Investigation of European Union and candidate countries’ competitiveness based on lifelong learning and gross domestic product by multidimensional scaling analysis. Sustainability, 14(23), Article 16252.
- Charungkaittikul, S., & Henschke, J. A. (2014). Strategies for developing a sustainable learning society: An analysis of lifelong learning in Thailand. International Review of Education, 60(4), 499-522.
- Chiang, T.-H., Thurston, A., & MacKenzie, A. (2024). Lifelong learning as a governing technique in contemporary political economies. Frontiers in Political Science, 6, Article 1404956.
- Denkowska, S., Fijorek, K., & Węgrzyn, G. (2020). Formal and non-formal education as determinants of innovation and competitiveness in EU member countries. Journal of Competitiveness, 12(3), 82-98.
- Desjardins, R., Rubenson, K., & Milana, M. (2006). Unequal chances to participate in adult learning: International perspectives. International Journal of Lifelong Education, 25(4), 323-347.
- Dima, A. M., Begu, L., Vasilescu, M. D., & Maassen, M. A. (2018). The relationship between the knowledge economy and global competitiveness in the European Union. Sustainability, 10(6), Article 1706.
- Gaimard, A., & Kroll, M. (2014). Law and economics of training: Addressing suboptimal investments in human capital development. European Journal of Law and Economics, 38(1), 1-26.
- Green, A. (2006). Models of lifelong learning and the “knowledge society”. Compare: A Journal of Comparative and International Education, 36(3), 307-325.
- Guimarães, P., & Antunes, F. (2014). An inconsistent policy: Lifelong learning and adult education policy towards a competitive advantage. In Challenging the ‘European Area of Lifelong Learning’: A Critical Response (pp. 75-86). Springer Netherlands.
- Herdon, M., Botos, S., & Várallyai, L. (2015). Decreasing the digital divide by increasing e-innovation and e-readiness abilities in rural areas. International Journal of Agricultural and Environmental Information Systems, 6(1), 1-20.
- Holford, J., Milana, M., & Mohorčič Špolar, V. (2014). Adult and lifelong education: The European Union, its member states and the world. International Journal of Lifelong Education, 33(3), 267-274.
- Hrmo, R., Krištofiaková, L., & Miština, J. (2015). Building a quality system of technical and vocational education in Slovakia towards a European labour market. In 2015 International Conference on Interactive Collaborative Learning (ICL) (pp. 237-243).
- Jarvis, P. (2007). Globalization, lifelong learning and the learning society: Sociological perspectives. Routledge.
- Kalenda, J., & Desjardins, R. (2025). A modern guide to adult learning systems. Edward Elgar Publishing.
- Kuzior, A., Krawczyk, D., Onopriienko, K., Petrushenko, Y., Onopriienko, I., & Onopriienko, V. (2023). Lifelong learning as a factor in the development of innovative potential within sustainable development. Sustainability, 15(13), Article 9968.
- Kuzior, A., Užík, J., Dotsenko, T., Riabyi, R., Filatova, H., & Reshetniak, Y. (2024). Assessment of implicit and explicit illicit region financial flows, conducted through the fraudulent actions of local authorities: theoretical basis. Financial and Credit Activity Problems of Theory and Practice, 6(59), 432-445.
- Mamaqi, X., Miguel, J., & Olave, P. (2011). Evaluation of the importance of professional competences: The case of Spanish trainers. On the Horizon, 19(3), 174-187.
- Mayo, P. (2009). Competitiveness, diversification and the international higher education cash flow: the EU’s higher education discourse amidst the challenges of globalisation. International Studies in Sociology of Education, 19(2), 87–103.
- Mikulec, B. (2018). Normative presumptions of the European Union’s adult education policy. Studies in the Education of Adults, 50(2), 133-151.
- Németh, B. (2010). The accelerating roles of higher education in lifelong learning policies. European Journal of Education, 45(3), 451-465.
- Ng, P. T. (2013). An examination of lifelong learning policy rhetoric and practice in Singapore. International Journal of Lifelong Education, 32(3), 318-334.
- Oganisjana, K., & Koke, T. (2012). Does competence-oriented higher education lead to students’ competitiveness? Engineering Economics, 23(1), 77-82.
- Ogawa, A. (2009). Japan’s new lifelong learning policy: Lessons from the European knowledge economy. International Journal of Lifelong Education, 28(5), 601-616.
- Onopriienko, K. V. (2023). Organizational and economic principles of adult education system development. Sumy State University.
- Rubenson, K., & Desjardins, R. (2009). The impact of welfare state regimes on barriers to participation in adult education. Adult Education Quarterly, 59(3), 187-207.
- Saar, E., Ure, O. B., & Desjardins, R. (2013). The role of diverse institutions in framing adult learning systems. European Journal of Education, 48(2), 213-232.
- Zhang, W., Chin, T., Li, F., Lin, C.-L., Shan, Y.-N., & Ventimiglia, F. (2022). The impact of career competence on career sustainability among Chinese expatriate managers amid digital transformation in Vietnam: The role of lifelong learning. Frontiers in Psychology, 13, 791636.


