Lifelong learning: organizational training and vocational training

Adult Lifelong learning occurs mainly in two contexts: training in organizations and vocational training. Continuous improvement of skills and development of people’s potential at work are essential elements in ensuring the performance and effectiveness of an organization. Several studies have shown that employees who participate in training interventions appear to be more motivated and, consequently, more effective in their work (Holman et al., 2018; Petrou et a., 2018; Slemp et al., 2021). In addition, training positively influences the degree of work engagement in participants (Elkhdr, 2019). It fosters growth in the sense of responsibility at work, involvement in company goals, and level of well-being (Bakker & Wingerden, 2021). In addition, training interventions in organizations can increase workers’ levels of self-esteem (Costantini et al., 2019).

On the other hand, vocational training does not occur within the organizational context but is what job seekers access individually. It is challenging to define vocational training as a single institutional entity, as in many cases, it involves many other parts of the training system. It can be defined as “training that aims to provide people with the knowledge, know-how, skills and/or competencies required in particular occupations or more generally in the labor market” (Cedefop, 2014a, p. 292). Vocational training promotes lifelong learning in adults who can qualify (or retrain) their skills to enter the world of work effectively.
The current line of research analyzes organizational and vocational training in the Lifelong Learning (LLL) paradigm, a process through which people acquire information, knowledge, and skills in various formal and informal contexts throughout their lives (Sartori & Tacconi, 2017). Lifelong learning should therefore be seen as an appropriate response to change (Gibbs et al., 2007), adaptation, and development of individuals and organizations (Roland, 2010). Furthermore, Lifelong Learning policies aim to enable young people and adults to identify and develop the critical skills needed to find, retain and progress in employment: in other words, to improve their employability.

All scientific publications of the Research Center related to this field of research are available at the following link.

Gibbs, K., Sani, M., and Thompson, J. (2007), Lifelong Learning in Museums: a European Handbook, Edisai, Ferrara, IT.
Holman, D., Johnson, S., & O’Connor, E. (2018). Stress management interventions: Improving subjective psychological well-being in the workplace. In Handbook of well-being. DEF Publishers.
Petrou, P., Demerouti, E., & Schaufeli, W. B. (2018). Crafting the change: The role of employee job crafting behaviors for successful organizational change. Journal of Management, 44(5), 1766-1792.
Roland, C. (2010), “Preparing art teachers to teach in a new digital landscape”, Art Education, Vol. 63 No. 1, pp. 17-24.
Sartori, R., and Tacconi, G. (2017), “Guest editorial”, European Journal of Training and Development, Vol. 41 No.1, pp. 2-7.
Slemp, G. R., Lee, M. A., & Mossman, L. H. (2021). Interventions to support autonomy, competence, and relatedness needs in organizations: A systematic review with recommendations for research and practice. Journal of Occupational and Organizational Psychology, 94(2), 427-457.
Markowitsch J. (2017) Conceptions of vocational education and training: an analytical framework, The changing nature and role of vocational education and training in Europe
Cedefop (2014). Terminology of European education and training policy: a selection of 130 key terms (second edition). Luxembourg: Publications Office
Brookfield, S. D. (1986), Understanding and Facilitating Adult Education, Open University Press: Milton Keynes, Buckingham, UK.
Billett, S. (2011), Vocational education: Purposes, Traditions and Prospects, Springer Science & Business Media, Dordrecht, NL.
Smidt, H. and Sursock, A. (2011), Engaging in Lifelong Learning: Shaping Inclusive and Responsive University Strategies, SIRUS, European University Association, Brussels, BE.
Garavan, T. N., Morley, M., Gunnigle, P. and Mchuire, D. (2002), “Human resource development and workplace learning: Emerging theoretical perspectives and organisational practices”, Journal of European Industrial Training, Vol. 26 No. 2/3/4, pp. 60-71.
Jarvis, P. (2009), The Routledge international handbook of lifelong learning, Routledge, London, UK.
International Labour Organization (2000). Lifelong Learning in the Twenty-First Century: The Changing Roles of Educational Personnel, ILO, Geneva, IT.
Commission of the European Communities (2007). Action Plan on Adult Learning. It is always a good time to learn. European Community. Brussels. Belgium.