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The study frames lifelong learning and professional development as central to knowledge-based economies, yet notes that informal learning is often overlooked. Using semistructured interviews with 18 civil servants, it compares shared features and differences in learning expectations and provisions, then formulates recommendations for policy and opportunity review.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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government organisations: Experiences of public sector employees from six Asian nations  \nIntan A. Mokhtar  \nNanyang Technological University Singapore  \nLifelong learning and professional development have been the focus of government organisations after the 21st century was declared the ‘learning century’, amidst the impact of globalisation and growth of knowledge-based economies. Although lifelong learning and professional development opportunities are available in most government organisations, the conditions for civil servants to  \ntake up such opportunities differ across organisations and, even more so, across countries. In addition, the expectations of learning and development from such opportunities also vary, with some organisations focusing on specific work-based competencies, others on formal education and qualifications. However, lifelong learning and professional development in government organisations seldom include informal learning, which forms apart of daily leisure time yet involves human capital enhancement that  \n388 Intan A. Mokhtar  \nindirectly impacts work performance. Informal learning, which is facilitated by individual information literacy competencies  \nthat involve information search, retrieval, evaluation and use in varying contexts, is largely for personal development rather than economic efficiency, but is equally important in developing effective individuals and knowledge workers. In this exploratory study, semistructured interviews were conducted with 18 civil servants from six Asian countries to elicit their experiences with regard to lifelong learning policies and professional development opportunities in their respective government organisations, expectations of learning and development from such opportunities, as well as provisions for informal learning opportunities. Shared characteristics as well as distinct differences across the interviewees’ organisations and countries are discussed. Finally, recommendations based on these similarities and differences are made specifically to encourage government organisations to review existing lifelong learning policies and professional development opportunities available to civil servants.  \nIntroduction  \nThe impact of globalisation and the increased economic and social importance placed on knowledge have brought about greater emphasis on lifelong learning and adult education. The migration of the agricultural and industrial society into the current information or knowledge or learning society has spawned the creation of sub-disciplines such as knowledge management and information literacy. These emphasise the potential to exploit the spectrum of information, skills and ideas held by members of an organisation, as well as abilities to effectively search, locate, evaluate, and creatively and ethically use information within required contexts to address varying needs. In addition, developments in information and communication technologies (ICTs) have also lent significant  \nFormal and informal learning opportunities in government organisations 389  \ninfluence over business processes, and how interpersonal interactions and correspondences are carried out, as well as how entertainment and media information is delivered. These changes have congruently created the need, not for pools of codified and explicit forms of knowledge, but rather for skills that would assist an individual to access, evaluate and use information and knowledge effectively, regardless of where it is stored or located. This, in turn, has deeprooted implications for workplace learning and professional development, especially in the government sector that has to keep up with mounting public expectations and increasing comparison to and competition from the private sector.  \nLiterature review  \nRapid developments across many sectors and changing global demands mean that go","cbCaivjUcgFPa2DQ","https://ap.wps.com/l/cbCaivjUcgFPa2DQ","pdf",228085,24,"English","# Introduction\n# Literature review","[{\"question\":\"What is the focus of the study regarding learning opportunities in government organisations?\",\"answer\":\"It examines how formal and informal learning opportunities are offered, and how civil servants experience these opportunities across six Asian nations.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"Semistructured interviews were conducted with 18 civil servants from six Asian countries to elicit their experiences and expectations about learning and development.\"},{\"question\":\"What outcomes are proposed from comparing similarities and differences?\",\"answer\":\"The study uses the comparison to make recommendations encouraging government organisations to review existing lifelong learning policies and professional development opportunities for civil servants.\"}]","Australian Journal of Adult Learning Volume 50, Number 2 - Formal and Informal Learning Opportunities in Government Organisations - Experiences of Public Sector Employees from Six Asian Nations | PDF",1792079199]