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How effective workplace learning programs are currently—and where more work must be done to make them effective and efficient 
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With an unemployment rate below 4 percent, employers in all industries find themselves in a fierce war for skilled workers. This is the tightest labor market in a quarter of a century.
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This review provides an overview of the empirical research concerning guidance in the context of vocational education and training (VET). The study examines practices, providers and supporting and hindering factors related to guidance and learning at the workplace.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
There is an increasing focus on the student as the nexus of integrating classroom and workplace learning. In the university context students are learners and in the workplace context students are pre-accredited professionals and in both contexts they can be facilitators of peer learning. Student participation in professional roles through workplace learning experiences are opportunities for transformative learning that shape professional identity formation and a sense of professionalism. Drawing on a higher education literature review of professional identity formation and a case study that explored how professionalism was understood, talked about and experienced by lecturers and students, this paper explores the role of work-integrated learning and its place in the curriculum to enhance professional identity development and professionalism.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Enterprises influence adult learning in many ways. They are not only learning places and training providers, they also finance training. Learning takes place randomly or purposefully in the course of the work process. Larger enterprises in particular offer their own internal courses or finance their employees' participation in training measures offered by external training providers. Based on the European survey of continuing vocational training in enterprises, CVTS, this paper examines which forms of learning predominate in employer-provided vocational training in Germany and in Europe and whether the training offered in Germany has become more diversified in the majority of enterprises in recent years.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This paper draws on the findings of recent national surveys of paid and unpaid work as well as formal and informal learning to assess the extent of correspondence between work and learning activities in Canada. The main conclusion is that workers’ learning efforts increasingly exceed the requirements of their paid jobs. We live in a knowledge-rich society but with relatively diminishing opportunities to apply this knowledge in our jobs.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
The results of this study suggest that if an organization wants their employees to learn by undertaking learning activities and in turn perform better, the tool should in the first place be introduced and used as a learning and development tool.
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The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at a business college in London. The intervention was the researcher’s meeting with the nominated group leaders to facilitate reflection on their leadership and instil confidence.
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In this eBook, we cover three steps to building a modern workforce through learning:
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With 70:20:10 learning, we know that 90 percent of learning doesn't happen in a classroom or formal training. Yet most organizations spend their resources on those formal courses, instead of helping learners access the learning they really want.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Directory of Learning & Performance Tools. Over 2,000 tools for learning and working in education and the workplace.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Recent developments in competence-based education have motivated institutions of vocational education and training (VET) to improve the links or connectivity between learning in school and learning in the workplace, which has been a problem for decades. In previous research, a theoretical framework describing the underlying aspects of competence-based education was developed. In this study, three aspects of this framework were used to analyse connectivity between learning in school and learning in the workplace.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Women and people of color are particularly underrepresented in the science, technology, engineering, and mathematic (STEM) disciplines. This mixed methods study surveyed engineers to examine the current culture climate for diversity in engineering worksites, and how gender, race, and age intersect and affect engineers‘ perceptions of organizational inclusiveness and the learning environment surrounding diversity.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education.
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