Page 66 - Learning-while-working-Success-stories-on-workplace-learning-in-Europe

Learning while working
60 Success stories on workplace learning in Europe

The Noste programme, which ran in Finland from 2003 to 2009 with the aim to increase
qualification and skill levels of low-qualified employees, recruited and trained employee
representatives of SAK (the main trade union for blue-collar workers) as learning agents, who
successfully encouraged many low-skilled employees to undertake training. With their help, the
programme managed to involve workers who would have otherwise been unlikely to participate in
learning activities, for example, due to low self-confidence or learning difficulties. Learning agents
were also acting as contact points between education establishments, programme participants
and enterprises. The programme was initiated by one of the major trade confederations and
implemented on a tripartite basis. Validation of prior learning was also an important element as
it allowed the programme to shorten the study periods of learners who wanted to pursue full
qualifications. It also allowed programme organisers to tailor learning provision to participant
needs (Ministry of Education, Department of Education and Science, 2008; Cedefop, 2008a).
Other workplace training programmes also make use of the potential of learning ambassadors.
In Norway, within the Programme for basic competences in working life, ‘motivation agents’
are recruited to stimulate adult learning and to encourage companies to provide learning and
training opportunities for key competences (The Royal Norwegian Ministry of Education and
Research, 2008).

Learning representatives or learning ambassadors are well positioned
to engage with workers who do not wish to disclose their learning needs to
managers and employers, and who would have otherwise been unlikely to
engage in learning due to poor self-confidence, basic skill gaps, and lack
of awareness of education and training provision, or are not inclined to use
conventional guidance and training services.
According to Cedefop analyses, trade unions were the most active social
partner in seeking ways to offer career information and guidance to adults
in employment, and encouraging employees to take up more learning
opportunities than they would have had otherwise (Cedefop, Sultana, 2004;
2008; Cedefop, 2008a). Existing projects are often small-scale, but the TUC
UnionLearn project in England and the guidance corners in Denmark and
Iceland received considerable government support, and were progressed
within national strategies for skill development. The concept of guidance
in the workplace has been subsequently included in collective agreements
and government initiatives that acknowledge the role of trade union learning
ambassadors in reaching out and motivating workers with low formal education.
The sustainability of many trade union initiatives depends on funding available
for guidance and training services, even if they rely on union representatives, as
volunteers. These success stories confirm that, with statutory back-up, through
collective agreements and funding opportunities, the workplace can become
a cornerstone of lifelong learning strategies. The idea of accessing learning