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…

This paper analyses the distribution of employment-related organised education and informal learning in the Canadian workforce. The paper draws on a large-scale survey, the Changing Nature of Work and Lifelong Learning (WALL), which was based on structured and standardised telephone interviews with a representative sample of 5783 Canadian members…

This introduction to the special issue investigates the rise of interest in "working knowledge" and the trend toward deschooling or decentralization of learning into the community, home, and workplace. (SK)

Effective workers need to be multiskilled, which includes cross-skilling (ability to transfer skills across situations), upskilling (knowledge and understanding underlying skills), and higher-order thinking skills. The three dimensions complement each other in integrated instruction. (Contains 26 references.) (SK)

Learning throughout working life results from everyday thinking and acting, shaped by work practices. The quality of learning depends on the kinds of activities and interdependencies available. Individuals' ability to maintain vocational practice is shaped by their opportunities for engagement and interaction. (Contains 64 references.) (SK)

Transcripts of workplace interactions were analyzed to examine the role of workplace educators in standardizing discursive practices across institutions in the global economy and redesigning local practices to comply with global ones. The politics of what counts as knowledge and who gets to know is an issue workplace educators must address. (SK)

Against a background of declining union significance and falling membership, this article reviews the recent development of trade union workplace learning in Britain. It is argued that the dominant framework within which this learning is currently undertaken is one of "employability". Instead of an employability framework, it is…