By European Centre for the Development of Vocational Training (Cedefop)
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Additional resources for Learning while working - Success stories on workplace learning in Europe
The level of learning demanded in a job and the degree of intellectual challenge are indicative of a work organisation in which workers can develop their competences on the job (Eurofound, 2008a). The Fourth European working conditions survey selected five indicators to assess the extent to which workers can broaden their competences at work; while two concern the use of quality standards in the work process (meeting precise quality standards and assessing the quality of own work), three others refer to the complexity of work and the need to acquire new knowledge for work performance (solving unforeseen problems, carrying out complex tasks and learning new things).
A number of national programmes and sectoral initiatives are encouraging enterprises to provide their staff with the key competences that open the way to further learning and help in adjusting to changes in work organisation. In these initiatives, the distinction between adult learning for personal development and for employment and employability is fading away, as learning for key competences becomes rooted in the workplace and in job-related tasks (Keogh, 2009, p. 55). Programmes aiming at widening access to workplace learning and encouraging the acquisition of key competences usually combine different kinds of financial incentives, support services to both employers and employees, and learning strategies in the workplace, including project-based learning, as illustrated below.
Validation can increase the value of learning outcomes acquired on the job, making it more worthwhile and advantageous for workers and employers to invest in on-the-job training, in particular informal and non-formal types of learning, knowing that the outcome of that investment can be recorded, valued and built upon. The validation of learning and the transfer of personal capital require public agencies, training agencies, and social partners to work together, so that the skills mapped and validated are recognised and accepted by other employers (Cedefop, 2007a; 2009f).