Despite differences in countries, regions and industries, a fairly consistent set of good practice guidelines has emerged after two decades of work and documentation. The experienced educators I spoke with concurred with these good practice guidelines although they were now interpreting them in changed economic, political and educational circumstances. For some, workplace education 4 is now part of a recognized larger system of partnerships in workforce/ workplace education as in Australia’s ‘training packages’ (Bradley et. al., 2000). For others, it has become a component of government efforts to redirect adult education and work through local or regional partnership enterprises. In Ontario, workplace education is now part of Literacy and Basic Skills (LBS) programming (Ministry of Training, Colleges and Universities) and educators will have to integrate two sets of guidelines in their work. The commonalties will be evident as educators examine their good practice in use and continue to refine good workplace practice in an LBS framework.

Assumptions

Certain over-arching elements are consistently evident in all the good practice statements. Here, we present them as assumptions or accepted beliefs which frame all educational activities in workplaces.

1. Adult education principles should direct teaching and learning activities in all aspects of workplace education.

   These principles include:

• valuing experience and building on the knowledge/ experience of participants; ensuring respect for all participants as adult learners

• accepting participants as decision makers and ensuring their active involvement in program design