This book contains 22 papers on reflective learning in practice. The following papers are included: "Our Purpose" (Ann Brockbank, Ian McGill, Nic Beech); "The Nature and Context of Learning" (Ann Brockbank, Ian McGill, Nic Beech); "Reflective Learning and Organizations" (Ann Brockbank, Ian McGill, Nic Beech);…

This project is building on site-specific qualitative data to develop a profile of adult learning activity now largely unrecognized by education providers. It explores the various learning strategies used by adults in these three locations: unionized factory, community-based training program, and literacy program. At a half-way point in a two-year…

This collection of 20 papers is aimed at researchers, research students, and research supervisors interested in qualitative research into facilitated adult learning in the workplace, formal education programs, professional development, and community settings. "Introduction" (Willis) provides a summary of the papers. "Qualitative…

The nine papers in this volume represent a majority of the presentations at a conference that examined in detail employee development (ED) initiatives from Europe and North America. An introduction provides a contextual background to the vocational training and education debates characterizing policy development in the European and North American…

These four papers are from a symposium on human resource development (HRD) in the United Kingdom. "HRD and Psychological Contracts: A Case Study of Lifelong Learning" (Graeme Martin, Judy Pate, Jim McGoldrick) explores the influence of a lifelong learning program on employee perceptions of their psychological contracts in a longitudinal…

This review identifies where Danish public authorities intend to take their adult education and training (AET) system, main issues in AET reform (VEU-Reform), and recommendations from reviewers. Section 1 introduces the thematic review. Section 2 presents an overview of policy issues, AET, and VEU-Reform. It lists objectives of VEU-Reform (improve…

Training plays a major role in learning organizations. Training is an important tool for developing a productive workforce and fine-tuning operations, a major approach to helping people control or manage change, and a way of organizing information and experience so that employees can alter their behaviors on the job to their own and the company's…

A study explored how adults perceived program learning; whether program learning helped them enact a particular social role; and whether they changed while participating in the program. For a year or more, researchers studied experiences of learning and change of 41 adult learners enrolled in three programs--at a community college, family literacy…

No single system or model of adult education and training describes the actual situation in the countries of Western Europe. Considerable variability exists from nation to nation in regard to scope, characteristics, organization, and financing. The countries, however, share an interest in the deliberate expansion of all phases of adult education.…

In this report, learning conditions in Norwegian workplaces were examined to identify ways of making workplaces more conducive to learning. Data were collected through interviews in 11 firms and a questionnaire survey of 1,300 private sector and 200 public sector employees. Opportunities to learn through work varied widely. Older women with little…

The determinants of successful training practices in large Australian firms were examined. The study's three phases were as follows: (1) a review of existing literature; (2) a meta-analysis of previously conducted case studies of 49 large Australian firms in 14 industrial sectors; and (3) a comparative analysis of the findings of the past studies…

WORKTOW was a multidisciplinary action research project carried out in 27 small and medium-sized enterprises in the United Kingdom, Finland, and Norway. The main focus was on the learning of workers aged 45 and older. In-depth case studies were conducted in all three countries involving a range of learning interventions. Results showed age was not…