2.25 This evidence is certainly worrying, but it should not be interpreted too mechanistically. First, it is a mistake to equate either learning or achievement with qualifications alone. Each is a valuable measure, but there is much important learning which does not lead to a qualification. Secondly, perhaps partly because of the first confusion, many people do not recognise, or describe activities they engage in as 'learning', even though an educator might regard them as such. Thirdly, much learning, especially in work and in the community, is directly related to solving practical problems and what is 'learned' again may not be recognised, or credited as such. Fourthly, we lack any reliable measure of the existing level of investment in work-based learning by employers, which is authoritatively reported to be substantial. Finally, the general picture glosses over many excellent examples of good practice in extending the compass of learning opportunities at work to all levels of staff.
2.26 Hence, we have to treat with some caution all data which claim to describe the current state of lifelong learning in this country. The data we currently have are partial and lacking in detail. In short, we need far better information on which to base future policy and action.
2.27 Even so, if people do not regard what they do as learning, it will not be reported as such and it will be impossible to review its relevance or effectiveness. Moreover, if people do not recognise it as learning, they will not be able to reflect on it. Such reflection is a critical part of making learning effective and developmental. As the Campaign for Learning clearly puts it: learning is "what people do when they want to make sense of experience. It may involve an increase of skills, knowledge, understanding, values and capacity to reflect. Effective learning leads to change, development and a desire to learn more." Just as there are instances of good practice in employment, so also many people currently have few opportunities systematically to develop their skills and competencies through workplace learning.
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