Adult learning for vocational purposes and in the workplace: challenges and future
What are the challenges and possible solutions for improving adult learning for vocational purposes and in the workplace? We would love to hear your thoughts in this online discussion.
As a follow-up to our discussion on the European vision for adult learning in the 2020s, we would like you to share your opinion on any of the topics below. Engage with your peers from across Europe in this online discussion moderated by EPALE Thematic Coordinator Simon Broek.
Learning in the workplace is not just a matter of providing courses or learning opportunities: success relies heavily on the organisation of work. For instance, if the job solely concerns routine tasks, employees are not really encouraged to learn (see EPALE summary: August focus on workplace learning or Organisation of work: Reflections on an often forgotten workplace learning dimension). The ET2020 Working group on adult learning 2016-2018 focused on adult learning in the workplace and published an inspiring report with building blocks on how to stimulate policies in this area.
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** Comments will be open until 19 November 2018!
Kommentarer
Adult education in the workplace
First questions for the discussion
- What is the role of adult learning providers in facilitating adult learning for vocational purposes and adult learning in the workplace?
- To what extent are adult learning providers well positioned to facilitate adult learning for vocational purposes?
Welcome (some introductory words)
- Formal: it occurs in an organised and structured environment and is explicitly designated as learning (in terms of objectives, time or resources) and leads to a formal qualification (or part-qualification). This kind of learning might take place within a VET/apprenticeship-type programme (including at higher levels) or in short cycle higher education programmes.
- Non-formal: it occurs in an organised and structured environment and is explicitly designated as learning (in terms of objectives, time or resources), but does not lead to a formal qualification. This kind of learning might, for instance, be employer-based training or courses, self-study or job-shadowing.
- Informal: it results from daily activities at the workplace which are not specially organised or structured; it and does not lead to a formal qualification. This kind of learning might include peer learning, exchanges with colleagues, or learning by doing
System of education of forest pedagogues in the Czech Republic