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The purpose of this paper is to explore how the induction of new teachers might be regarded as a form of apprenticeship in which informal support (on‐the‐job learning) plays an important role alongside formal continuing professional learning (off‐the‐job learning). The sample teachers are part of the Teacher Induction Scheme in Scotland, which provides a reduced teaching workload during the induction year, so that new teachers have time to develop their practice through continuing professional learning and development activities.

A sequential mixed methods study was undertaken, with two online questionnaires sent to 167 new teachers and two sets of semi‐structured interviews with ten new teachers.

The findings highlight the importance of a reduction in teaching hours and the significance of informal learning for new teachers. Furthermore, while an induction scheme framework with reduced workload is important, new teachers need supportive colleagues to learn from and with during their first year of teaching.

This study only involved new teachers who had completed their initial teacher education at one Scottish university. Policy makers and school leaders could do more to recognise, value and encourage informal work‐based learning and collegiate support for new teachers.

The paper provides a deeper understanding of the nature of informal learning, often characteristic of the apprenticeship model, in the context of a formal induction scheme. It highlights that more than a formal induction scheme on its own is needed to support teachers in their transition from student teacher to qualified teacher. The paper draws attention to the need for policy makers, local authorities and schools to be more supportive and responsive to the learning and development needs of new teachers when implementing an induction scheme for new entrants.

Summarizes the Honey and Mumford learning styles questionnaire (LSQ) and their version of the learning cycle. Shows how these were used as tools for more effective learning with a group of managers. First, personal develop ment plans were produced, using the strong and low learning style preferences as a guide to the development solutions most likely to be effective. Uses actual cases to illustrate. Second, the LSQ results were used in the design of a development programme for these individuals as a group. The learning cycle was deployed in the overall design, the learning style preferences were taken as the basis for development, not just as a tool for analysis. An off‐the‐job programme assisted managers to understand not only their own preferred learning but that of others.

The purpose of this paper is to discuss Ireland's national apprenticeship programme, introduced in 1993, in the context of the country's evolving economic and social policies.

A critical analysis is undertaken of the industrial climate in Ireland, which prevented the introduction of a national apprenticeship programme, until 1993.

The paper argues that the main factor for the successful implementation of this programme in 1993 was the emergence of a new climate of cooperation among the social partners providing the institutional foundations for the programme. This cooperation was a result of the 1991 ground‐breaking “social partnership” agreement between employers, trade unions and government, in signing up to a joint national framework programme.

The paper only briefly looks at earlier efforts – from the 1960s onwards – to introduce a well‐functioning programme, which are seen as a learning period, underpinning the breakthrough of the 1990s.

In acknowledging the success of the programme, the paper asks whether this success can be built on further. This could be achieved through increasing the number of apprenticeships, through enlarging the apprenticeship regulatory framework. This could then have a knock‐on effect on employment generation and skill development as, for example, has happened in Australia.

The paper shows that, despite comments about Ireland being institutionally unsuited for apprenticeship – owing to the lack of an industrial cultural tradition of cooperation, it did, in fact, create an industrial cultural climate to provide the social foundations for a well‐functioning programme.

Today’s unpredictable and fast-changing work environment challenges researchers and organizations to rethink learning. In contrast to traditional learning designs, new learning frameworks such as agile learning are more learner centered, integrated into the workplace and socially shaped. The purpose of this study is to examine Working Out Loud (WOL) as an agile learning method.

This intervention study used a pre–post and six-month follow-up design (N = 507) to evaluate the effects of WOL on learners’ vigor (affective outcome), WOL behavior (behavioral outcome) and psychological empowerment (cognitive outcome) at work.

The authors compared the three longitudinal measurements using multilevel modeling. Results revealed that WOL could significantly increase learners’ WOL behavior and psychological empowerment at work in the post and six-month follow-up measurements. No effect was found on learners’ vigor at work.

This study highlights the need for research on new, more agile learning frameworks and discusses their relevance to the literature. Agile learning frameworks enable learners to be more autonomous and flexible, allowing them to better adapt to changing environmental demands.

This paper seeks to problematize common assumptions in the existing workplace learning literature, to the effect that college‐based and workplace learning are inherently different.

The paper is based on empirical data from four different research projects, two focusing on the workplace and two on college. The approach is one of arguing that the differences between college‐based and workplace learning are exaggerated by the theoretical and conceptual stances that are often adopted.

From a rather different theoretical approach, many significant similarities between learning in the two types of location are revealed. The paper advances a way to reconceptualize the relationship between the two, based on this approach. There are two parts to this: changing one's view of the learner progression from one location to another, and studying the nature of the relationship between sites of workplace and educational learning, within their wider field(s).

Differentiating these learning processes has theoretical implications and a practical significance for organizations wanting to focus on competence and learning issues.

Highlights that the tasks of managing learning progression require detailed attention to the specifics of particular situations, which are often more important than generalized principles.

The purposes of this study are to explore paid educational leave (PEL), self-directed learning (SDL) and the relationship between them; and to identify the implications for legislation on the learning leave scheme in South Korea.

The research method of the study is a literature review. Articles were identified through a keyword search from major academic databases. The literature search covers the time period of 1960-2012.

This paper shows that enacting PEL is a social policy that benefits to both employers and workers because it reduces training costs, eliminates educational barriers for employees and enhances opportunities to develop skills and competencies.

This study contributes to research by exploring the crucial role of PEL based on the Person-Process-Context model for SDL. It also examines the relationship between SDL and PEL in the workplace learning.

This study provides a rationale to legislate PEL as a right of workers. Through an appropriate revision of the Lifelong Education Act, the right of workers to receive the PEL benefit should be legally adopted to promote workers’ SDL in South Korea.

This paper provides theoretical and practical evidence for institutionalizing PEL in South Korea. It suggests the passage of PEL legislation because it is beneficial to all stakeholders.

In the first two articles, we looked at how learner characteristics and company needs might influence the design of learning. In this final article, a number of central themes are suggested, together with the recommendations for a reshaping of first year training and education of young craftsmen.

Surveys and evaluates the existing literature on open and distance learning, with particular emphasis on the management development field. Aspects of open learning terminology are clarified by reference to previous literature and by a diagrammatic synthesis of the different terms and concepts. Explores and summarizes in diagrammatic format the relationship of open learning and management development. A discussion of the existing models and frameworks supports the findings that there is a gap in the literature between what is happening in the market and what is represented in the literature. Argues in conclusion that there is a need for a market‐driven multiple stakeholders model of open learning in management development which would help to explain the interactions of the various different and competing actors. Such a model would help to explain the questions over the future direction of open learning in management development and would go some way to explaining more fully the phenomenon of open learning which is still not fully understood because of its continually developing nature.