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Drawing on worklife history interviews (n=66) and a survey (n=678) from an Australian Research Council project, the paper reports adults’ perspectives on workplace affordances. Findings highlight three work-based learning models: wholly work-based experiences, experiences with direct guidance, and experiences with educational interventions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-workplace-practices-that-support-learning-across-working-life/593213/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-workplace-practices-that-support-learning-across-working-life/593213.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do working-age adults need lifelong learning in changing work contexts?","Question",{"text":112,"@type":113},"Workers are expected to maintain currency of changes through lifelong learning to sustain employment and transition into new jobs or occupations as needs arise.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What sources of workplace affordances does the paper emphasize?",{"text":117,"@type":113},"Adult learning draws on affordances from societal, workplace, community, and educational institution sources, and working-age learning is premised on adults’ efforts supported by close guidance from people they work with.",{"name":119,"@type":110,"acceptedAnswer":120},"Which work-based learning models are identified as most appropriate?",{"text":121,"@type":113},"The interviews indicate three models: wholly work-based experiences, work-based experiences with direct guidance, and work-based experiences with educational interventions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593213,1792167591,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 63, Number 3, November 2023  \nWorkplace practices that support learning across working life  \nSarojni Choy Anh Hai Le  \nGriffith University  \nIn an ever-changing world of work, workers are expected to maintain currency of changes through lifelong learning to sustain employment and transition into new jobs or occupations-as the need arises. Adult workers rely on affordances from societal, workplace, community and educational institution sources that offer opportunities-intentional or sometimes unintentional. Productive engagement in these opportunities leads to positive outcomes in terms of learning and employment, although adults’personal epistemologies, agency, and intentionality determine which affordances they engage with, in what ways, and for what purposes (Billett, Choy andLe, 2023). Moreover, working age adults’ learning is largely and necessarily premised on their own constructive efforts albeit with guidance from those with whom they work closely. According to the Organisation for Economic Co-operation and Development, the working age population is defined as those aged 15 to 64 (OECD, 2023). In Australia, the working age can be extended to 74 (Australian Bureau of Statistics, 2023). Working age adults’worklife learning is sustained through permutations of lifelong learning and lifelong education that enables them to navigate  \nWorkplace practices that support learning across working life 321  \ndifferent kinds of transitions that may arise due to institutional or personal factors such as life stages, employment status, occupations, re-locations, health and personal preference or trajectories (Billett, Choy & Le, 2023). This means that lifelong educational provisions need to extend beyond those from educational institutions to include experiences in workplaces and the community. The growing realisation of the potency and importance of learning experiences in workplacesand other social settings is now attracting a greater consideration of these sites for ongoing learning of working age adults. This calls for learning in the course of everyday work to be acknowledged and systematised around work practices.  \nIn this paper, we illuminate and elaborate on workplace contributions to learning that support individuals’ employability across working life. Drawing on the worklife history interviews (n=66) and a survey (n=678) data from an Australian Research Council funded project [DP 190101519], we report and discuss working age adults’perspectives of workplace affordances. The findings from the interviews indicate that three work-based models suggested by Billett et al. (2016) are most appropriate for supporting workers’ learning in their work settings. These are wholly work-based experiences, work-based experiences with direct guidance and work-based experiences with educational interventions. The affordances and practices of workplaces are central to supporting workers’ lifelong learning in workplaces, but they also need access to lifelong education provisions to maintain currency of knowledge and skills to sustain employment.  \nKeywords: workplace learning, lifelong learning, lifelong education, work transitions, work-based experiences, work-based learning models  \nLifelong learning and lifelong education  \nPermutations of lifelong learning and lifelong education enable workers to sustain continuance in learning when negotiating and navigating occupational and workplace transitions to maintain productive working lives.The notion of‘lifelong education’and ‘lifelong learning’is often misconstrued and the terms are erroneously used interchangeably  \n322 Sarojni ChoyandAnh Hai Le  \n(Searle, 1995).Lifelong education is described as an institutional objective, where the provision of experiences is designed to serve its educational purposes.Programs and the relevant curriculum are specifically designed to achieve defined learning outcomes. Lifelong education can include intentional and u","cbCaitNe8tFeLxnP","https://ap.wps.com/l/cbCaitNe8tFeLxnP","pdf",204962,23,"English","# Workplace practices that support learning across working life\n## Lifelong learning and lifelong education","[{\"question\":\"Why do working-age adults need lifelong learning in changing work contexts?\",\"answer\":\"Workers are expected to maintain currency of changes through lifelong learning to sustain employment and transition into new jobs or occupations as needs arise.\"},{\"question\":\"What sources of workplace affordances does the paper emphasize?\",\"answer\":\"Adult learning draws on affordances from societal, workplace, community, and educational institution sources, and working-age learning is premised on adults’ efforts supported by close guidance from people they work with.\"},{\"question\":\"Which work-based learning models are identified as most appropriate?\",\"answer\":\"The interviews indicate three models: wholly work-based experiences, work-based experiences with direct guidance, and work-based experiences with educational interventions.\"}]","Australian Journal of Adult Learning - Workplace practices that support learning across working life | PDF",1792076825,58]