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Broadening access to learning in the workplace 51

to continuing learning and labour market participation; this would need to be
reflected in the design of employment and training policies. Third, promoting
later retirement might encourage greater investment in older worker training
by raising the potential return on this investment through longer expected
pay-off times (OECD, 2006; Cedefop, 2008a; 2008h).

3.5.2. Working environments that assist learning
For individuals, returns on the time and resources invested in learning are
not immediately visible and do not lead instantly to increases in wages or
job stability. Working towards a better balance between working and living
conditions throughout active life is one of the preconditions for opening
access to lifelong learning for all. Time constraints, lack of support services,
such as guidance, and lack of flexible training arrangements are important
barriers for adults participating in training. Possible solutions include flexibility
of training provision, training during working hours, and compensation in the
form of paid or unpaid educational leave or financial incentives.
Different measures, from which only a few are financial, can be combined
to motivate workers to take part in learning:
a) bringing learning opportunities close to potential learners, at the workplace,
on the job, through work practice itself, so that workers can use the new
knowledge and skills in life and work (e.g. through situated knowledge in
the working context and individualisation to answer specific needs and
expectations);
b) relevant learning provision that meets specific needs and circumstances,
including appropriate learning and teaching approaches for adults, from
needs analysis to learner-friendly assessment practices;
c) flexible organisation and sequencing of learning, granting learners the
capacity to chose when, how and what they would learn (e.g. adopting
learning modules);
d) continuing learning support and guidance, even of a non-formal sort, such
as the ones provided by role models and peer-workers;
e) qualified trainers who, in addition to a supportive social network and
role models, are one of the most influential factors in enjoying learning,
persisting and achieving individual learning goals;
f) negotiated learning objectives and curriculum through individual learning
plans;
g) validation of prior learning, helping learners to take stock of their compe-
tences and strengths, to be aware of their full potential, and progress to a
qualification;