Commitment to Lifelong Learning

All good practice statements are grounded in a commitment to lifelong learning although its presentation varies depending on how workplace education is integrated into the larger economic and governing structures. Taylor (1998) reports that workplace education is seen as “part of a larger strategy to enhance employment satisfaction and encourage learning for its own sake” (p. 17). In an earlier research study (1993), he found that fostering dignity, respect, self-development and self-esteem were important for participants to make their own commitments to lifelong learning. Recognition of achievement and progress is the most basic demonstration of respect for lifelong learning.

Other statements, especially those from organizations in the USA, Britain and Australia, link ongoing learning to career ladders, accredited programs and/or the “full sequence of educational services in the community” (Massachusetts Department of Education, 2001, p. 10). The Consortium for Worker Education in New York City says their highest priority is to “provide mobility within the workforce and facilitate entry into higher education programs in an era of downsizing, restructuring and computerization” (website — Exemplary practice for workplace literacy). The Massachusetts Workplace Education Committee states that effective programs are not only “linked to existing company-based training and education” but also partners “demonstrate a commitment to lifelong learning by rewarding employee education and training” (2001).