Learning conditions at work: a framework to understand and assess informal learning in the workplace

The purpose of this article is to develop a framework to understand and assess the quality of learning environments in the workplace. It is argued that indicators used to measure and assess informal learning at work, at both the national and the enterprise level, are underdeveloped. Consequently, current frameworks to measure and benchmark learning are heavily biased towards education and formal training. A new framework is developed, based on a quantitative survey representative of the private sector in Norway. The framework consists of seven learning conditions, which have significant effects on informal learning at work. Implications for further research, policy and practice are discussed.     

International briefing 12: Training and development in Norway

In Norway, the system of initial education is distinguished by public regulation, provision and financing, whereas the system of vocational training, and adult learning until recently has been deregulated, and dominated by private providers and employer financing. During the last decade comprehensive reforms of vocational and adult education and training have aimed at expanding public involvement and increasing participation in learning. Some major challenges persist, however, in terms of developing an all–inclusive system of lifelong education, training and learning.