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Descriptors:
Access to Education; Adult Education; Adult Students; Corporate Education; Definitions; Education Work Relationship; Educational Environment; Educational Opportunities; Educational Policy; Employment Practices; Foreign Countries; Labor Force Development; Learning Motivation; Nonschool Educational Programs; Organizational Climate; Policy Formation; Postsecondary Education; School Business Relationship; Student Recruitment; Vocational Education

Abstract:
Ways of expanding workplace learning in the United Kingdom by making better use of individual and organizational potential were examined. The analysis focused on the following issues: ways of fostering, improving, and increasing learning in the workplace; ways of enhancing access to and participation in workplace learning; ways of making workplace learning opportunities accessible to people who are currently outside paid employment; and ways of helping workplaces play a more central role in the United Kingdom's plans for greater participation in learning. A policy case for workplace learning was made, and an expansive approach to workplace learning was outlined. The issue of creating the institutional capacity for supporting the approach was discussed. The following are among the 12 recommendations offered to policymakers: (1) establish greater coherence between the responsibilities of the organizations currently charged with improving workplace learning; (2) restrict public funding for workplace learning to organizations that are prepared to commit to moving toward becoming expansive learning environments; (3) place equal focus on adults and young people; (4) establish learning champions within and outside the workplace; (5) provide incentives to organizations to increase training for managers to enable them to foster and maintain expansive learning environments; and (6) make the public sector set the standard and reward exemplary private sector organizations. (Contains 33 references.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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