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Broadening access to learning in the workplace 53

individual needs and increase motivation and commitment to further learning,
skill development programmes may make use of individual learning plans,
which take into account circumstances and prior learning, in which learning
goals are negotiated, and are combined with adult learning delivered in a
flexible manner. Finally, different sources of feedback need to be collected
to improve the relevance for workers and employers of on-the-job learning
practices and continuing training.
More recently, policies seem to turn attention to the quality of training
provision and learning progression, holding training programmes and activities
accountable for results, when they are joint publicly funded. There is a
challenge to move from training supply-led to more demand-side approaches
to training through policies and practices that support individuals to persist as
learners (European Commission, 2010e). A policy dilemma may arise when
balancing and aligning policies that tend towards greater standardisation of
training to guarantee quality and those that promote greater individualisation
of teaching and learning to motivate adults to continue learning (OECD,
2008). The need for accountability means providers must achieve a balance
between developing flexible learning provision – since the same strategies
do not work for all learners – and achieving the targets and performance
goals of funding programmes.

3.6. Conclusions and recommendations

Low participation in education and training among low-skilled adults and
older workers is due to a mixture of factors, including a shortage of relevant
learning programmes, adapted to their needs and life and work situations. To
increase participation in learning it is essential to combine a range of incentives,
learning approaches, and services, including the validation of learning and
career guidance. This entitlement to career guidance and to have learning
validated and accredited could be secured by law, such as in France or
Portugal, or through collective agreements. Both learning pathways and work
transitions are greatly influenced by gender, social and ethnic background
and age. Strategies and services that aim at broadening access to learning
opportunities in the workplace need to be responsive to distinct needs and avoid
uniform training provisions, despite budgetary constraints on individualisation
of services. Further, the design of training incentives and learning provisions
should ideally take into account the interests, demands and constraints of both
workers and employers. Public policies that encourage workplace learning