Learning &quot;While&quot; Working: Success Stories on Workplace Learning in Europe
Author: Lardinois, Rocio
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Workplace Learning,Adult Learning,Lifelong Learning,Adult Students,Teaching Methods,Foreign Countries,Professional Development,Skill Development,Career Guidance,Educational Trends,Trend Analysis,Governance,Institutional Role,Social Support Groups,Educational Policy,Job Training,Small Businesses,Cost Effectiveness,Continuing Education,Teacher Role,Competence,Graduation Requirements,Student Needs,Program Validation,Educational Strategies,Training Methods,Training Objectives,Educational Needs,Access to Education

Cedefop's report &quot;Learning while working: success stories on workplace learning in Europe&quot; presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in lifelong learning policies; training in SMEs; cost-sharing mechanisms to support continuing training; VET teacher and in-company trainer emerging roles; changing competence requirements and professional development; older workers' learning needs; lifelong guidance; and validation of non-formal and informal learning. The report recognises the central role of the workplace in lifelong learning and employment strategies. This review of workplace learning presents and discusses four driving forces for adult learning policies and strategies at the European, national, regional and sectoral level: (1) public strategies that combine a range of support measures, services and incentives with the aim of both widening access to learning opportunities in the workplace and increasing adult participation in education and training, with guidance and counselling playing a fundamental role; (2) the social partners' contributions to developing and expanding learning provision in the workplace, through collective bargaining and specific actions in the working environment that motivate workers to keep on learning, to move one step up and even acquire a qualification; (3) sectoral initiatives and partnerships led by enterprises, in which skill development is a means to stimulate innovation in enterprises and economic growth, and to anticipate and manage sectoral changes and restructuring, with a specific focus on SMEs; and (4) the professional development of in-company trainers, to expand the quality and relevance of skill development initiatives for the workforce. In considering key success factors and challenges related to workplace learning, the report examines effective policies, strategic partnerships, structures, and instruments that aim to expand adult learning in the workplace. To increase participation in learning, it is essential to combine a range of incentives, learning approaches, and services, including the validation of nonformal and informal learning and career guidance. The commitment of a broad range of players at national, regional, local and sectoral level is needed to increase participation, address imbalances in the social, educational and age profiles of adult learners, and expand the range and quality of adult learning provision. The report highlights examples of commendable practice, innovative responses and effective policies in adult learning that can serve as leading examples for regional and national policy-makers, the social partners, and guidance and training providers. (Contains 3 tables, 1 figure and 7 footnotes.