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Learning while working
52 Success stories on workplace learning in Europe

h) financial and non-monetary incentives adapted to specific age groups,
such as training leave and learning vouchers;
i) social recognition of learning, through career prospects, including pay
rises, promotion and shifts to other job positions in the same enterprise
(Cedefop, 2004; 2006, 2008c).
Motivation to invest time and energy to pursue further learning largely
depends on the flexibility of available training provision. Many Member
States have taken initiatives to strengthen the role of higher education in
the continuing professional and personal development of the workforce
and broaden their programmes for non-traditional older students. However,
higher education institutions still need stronger incentives to develop more
flexible curricula and programmes that suit the needs of both workers and
employers, and to expand the use of the validation of learning to get credits
and shorten training programme duration (European Commission, 2010d).
In addition, flexibility across education and training, valuing prior learning to
build up meaningful learning pathways, together with guidance support and
appropriate teaching methodologies that take the specific circumstances
of adults into consideration, are all needed to increase participation. Within
this, flexible learning opportunities can suit the particular circumstances of
learners and reduce time constraints, whether due to family responsibilities
or conflict with the work schedule: options include in the evening or through
units corresponding to small steps of learning and modules that can be
accumulated and built upon to cquire partial qualification. The CONFINTEA
national reports on recent developments in adult learning in Europe highlight
the need to help learners ‘own’ the learning process, and develop their
confidence to use their own judgement to identify both strengths related to
skills and eventual gaps in learning (Keogh, 2009). Prior to and throughout
a training programme, it is important to clarify with learners the goals and
motivations for learning, how they expect to use new skills in their daily life,
in particular in working life, ascertain strengths and any potential barrier to
learning (OECD, 2008). Participation and persistence in learning depend on
the degree of support adults receive before and during the learning process,
starting with the definition of learning interests and specific goals. Clarifying
what they want to learn, why they want to learn it and how the learning
process meets their interests and goals are motivating factors (European
Commission, 2009g, p. 53).
Although, ideally, employees should be the drivers of their own development,
in practice there should be agreement between personal goals and business
objectives (Cedefop, 2008h, p. 23). In an effort to tailor learning pathways to