Learning across working life: educative experiences and individuals' participation

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 cons...

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Bibliographic Details
Published in:Studies in continuing education 2024-05, Vol.46 (2), p.143-159
Main Author: Billett, Stephen
Format: Article
Language:English
Subjects:
Case studies
Community Relations
Curricula
Curriculum development
Educational Experience
educative experiences
Higher education
Interviews
Learning experience
Lifelong Learning
Participation
personal curriculum
Work environment
working life
worklife histories
Worklife learning
worklife transitions
Workplace learning
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Summary: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.
ISSN:0158-037X
1470-126X
DOI:10.1080/0158037X.2023.2221650