Workplace learning as a linchpin of Europe's lifelong learning policy: An examination of national policies with particular reference to people with long-term mental illness

Abstract

Purpose

The purpose of this paper is to examine the extent to which workplace learning forms a building block in national lifelong learning policies by obtaining evidence, first-hand, from mental health practitioners about their perceptions of their individual country's national lifelong learning policy and, in particular, its application to adults with long-term mental illness.

Design/methodology/approach

Text analysis: review of relevant literature and European Union policy documents and survey questionnaire.

Findings

It is evident that the use of workplace learning as a linchpin in national strategies for lifelong learning in Denmark and France is clear and empirically supported.

Research limitations/implications

Comparative evidence of evaluations of impact and effectiveness of workplace lifelong learning provision in the two countries examined is patchy at best raising further questions about the “value” of investments in both workplace learning and lifelong learning in these countries.

Practical implications

There is a risk that by focusing on jobs and workplace learning, the specific needs and desires of people with mental illness who, in the main, might want to engage in lifelong learning for reasons other than jobs and workplace learning, may end up being disadvantaged as their (non-economic) needs go unmet.

Originality/value

Until now there has been little or no attempt to examine Europe's conception of lifelong learning policy and its application to a multiple disadvantaged group such as mental health service users. This is a major attempt to remedy current dearth of research in the area.

Citation

Ogunleye, J. (2013), "Workplace learning as a linchpin of Europe's lifelong learning policy: An examination of national policies with particular reference to people with long-term mental illness", Higher Education, Skills and Work-Based Learning, Vol. 3 No. 3, pp. 180-195. https://doi.org/10.1108/HESWBL-04-2011-0025

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