Work-Related Learning as an Iterative Process of Relating Work and Learning

With the transition to a post-industrial society and the normalisation of lifelong learning, especially work-related learning, has gained significance. Based on an anthropological argument about the relationship between work and learning, this chapter analyses the efforts, necessity, and potential of people to engage in work-related learning. It explores how employees continually rebalance work and learning, engaging in work-related learning as a lifelong learning practice. A theoretical framework for a relational definition of work-related learning as an iterative process throughout the working life is presented. Within this framework, the relationship between work and learning is systematically differentiated as implicit, explicit, experimental, and reflective learning. This relationship can be located on a continuum from a fusion in situated learning at the workplace to transitions in the context of organised settings of initial or continuing vocational education. Employees must constantly re-establish these relationships in the process of work-related learning. The chapter analyses the complex relationship between work and learning that comprises work-based learning. It discusses examples of what this means for employees and thereby opens up new ways of thinking about how employees can be supported in this context.