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 attempts to identify some tools to help practioners think about, debate and plan Workplace Literacy and Essential Skills (WLES) programs. Such tools are necessary so that discussions between practitioners aiming to clarify good practice and successful approaches can get beyond mere descriptions of what happened. In order to compare and…

This paper is an initial exploration of the integration of work and learning and is intended to inform NZCER's Learning at Work research programme. It shows how the traditional separation between work and learning is being challenged and looks at what that means for education professionals, institutions and programmes. The paper considers the…

Learning always takes place in a particular context and culture, yet educators have tended to focus their attention mainly on the form of learning, its methodology, content and teaching approach. While these can and do affect learning and its results, this paper looks beyond the particulars of the program to explore how the context and culture of…