Page 44 - Learning-while-working-Success-stories-on-workplace-learning-in-Europe

CHAPTER 3
Broadening access

to learning in the workplace

3.1. Introduction

The European Commission and the Council of the European Union have
stressed in a series of recent resolutions and conclusions that we all need to
update our skills throughout life. However, the specific needs of adults at risk of
exclusion, because of their low literacy levels, or inadequate skills for successful
integration into society and working life, should receive further attention
(European Commission, 2006; 2008b; 2010b; Council of the European Union,
2008a; 2008b). The Action plan on adult learning (European Commission,
2007a) It is always a good time to learn reminds that it is not enough to engage
adults in education and training, if these do not give them genuine opportunities
to raise their qualification level. Rather than a focus on qualifications, it appears
that low-skilled learners require small steps to persist in learning, such as
building self-confidence (European Commission, 2009f). Time is fundamental
for those with low education levels in achieving their learning goals, because
they need to gain confidence; progression in learning tends to be irregular,
with numerous starts and stops to accommodate life constraints.
Work organisation can have a strong motivating or demotivating effect on
learning. The experience of being able to learn in and through work has a positive
effect on the quality of working life, expands one’s competences and enhances
the motivation to learn. It is essential that, irrespective of the complexity and
level of qualifications, learning opportunities are improved within jobs. A strong
learning culture in the workplace makes employees more receptive to change,
regardless of age (Cedefop, 2006). If workers are not motivated to learn and
do not believe in the necessity of training, no kind of formal or non-formal
training would have any effect. Similarly, if enterprises are not aware of new
market demands and changes at sectoral level and they do not feel the need
to adapt their work processes or transform their work organisation, the call for
increasing continuing training will have limited impact.
The learning potential of a company depends on the interplay of various
dimensions: human resources policies and training provided; participation of
the company in innovation; learning opportunities offered on the job; worker