ERIC Number: EJ1424235
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0158-037X
EISSN: EISSN-1470-126X
Learning across Working Life: Educative Experiences and Individuals' Participation
Stephen Billett
Studies in Continuing Education, v46 n2 p143-159 2024
Understanding what constitutes learning across working life and how negotiating worklife transitions can be best supported has never been more important for working age adults, their workplaces and communities. The kinds and frequencies of changes in occupational and workplace requirements have consequences for personal goals, workplace viability and communities' economic and social wellbeing. Hence, for both individual and societal purposes we need to elaborate the goals for and processes of that learning and what constitutes educative worklife experiences. Drawing on a three-phase investigation of adults' worklife learning the kinds and qualities of the educative experiences directly or indirectly guiding, supporting and extending individuals' learning and development are elaborated. This includes pathways of experiences across working life: personal curriculums. The paper reports and discusses the data from: (i) worklife narratives and follow-up interviews, and (ii) 18-month monitoring of work and learning of a cohort of workers. It furthers the case for viewing lifelong learning and lifelong education as being distinct and sperate phenomena, the interdependence among the contributions of adults, their educational experiences and those provided by their communities, leading to the explanatory concepts of personal curriculum and educative experiences to illuminate and elaborate learning and development across working life.
Descriptors: Workplace Learning, Lifelong Learning, Work Environment, Educational Experience, Adult Learning, Language Skills, Literacy, Norms, Employment Qualifications, Job Skills, Family Work Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A