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Workplace learning
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Workplace learning: a challenge for all

Individually, learning involves change, innovation, self-development. At the age of 50 years old learning interacts with an identity and a background of knowledge which has partly been forming for years, thanks to the work and life experiences.
At times society points to vocational education as a duty, a responsibility that everyone should take. Higher life expectancy means that people can work longer. Society and the economy are constantly changing, sometimes radically and those who lag behind run the risk of exclusion. The European Union calls on its Member States to do more to include everybody in the shift towards the knowledge society and economy.
But what are the best requirements to learn? And what is knowledge society and economy? Where is it? Where does it come from? Is the past really the past? Is it ended? Are we only looking forward? Is it really so simple to build the knowledge society/economy? Is it enough to attend more vocational education courses? To study more? To acquire new knowledge? what kind of knowledge? what is knowledge?

The interdisciplinary approach  adopted in the study looks at the different sides of the issue. Sociological and economic literatures related to post-industrial society and the economy of innovation are reviewed along with educational and cultural psychology studies. The aim has been to identify a number of strategies of production and related work organizations and labour process which I consider pivotal in any investigation of working practices and personal engagement.

The research is focused on older workers in the industrial sector where innovation trends coexist with low levels of qualification of senior workers (abstract).