10.4 If the workplace is to become a major location of learning, people will need to be able to learn there for many reasons, some directly related to current work needs, others to future personal or organisational ones. For many the workplace is the only place where they will engage in formal learning, and this calls for the adoption of a wide definition of workplace learning. Workplace learning should include a wide variety of learning, including that for specific skills, transferable skills and personal development. All partners should recognise the value of learning which does not relate directly to the current job and support the development of broad key and foundation skills.
10.5 In responding to the needs and interests of the different stakeholders already identified, three broad categories of learning will each require supporting. Task specific or job-related learning should be designed to improve the efficiency and productivity of the workforce within their current occupations. Parallel and transferable skills learning should be designed to create a more flexible workforce, responsive to the changing nature, or short term staffing needs, of a particular employer. Personal development learning should be designed to provide the knowledge, skills and competence necessary to enable individuals to make employment and career changes not limited to progress within their present employment and to create opportunities for personal fulfilment.
10.6 Effective learning will only take place where there recognition of the contribution that each of these types of learning can make both to business success and individual development. Both commitment from the employer and enthusiasm from the potential student are essential, as is a sound basis on which the student can learn. The three categories above, therefore, should be underpinned by the availability of a foundation of learning skills provision designed to give confidence and support to those returning to formal learning. Provision should also be structured so that individuals can enter learning at a level appropriate to their current state of learning, learn at a pace suitable for them and be enabled to progress through a mix of pathways and opportunities if desired.
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