THE PROFESSOR WHO SHOOTS FROM THE HIP
While some countries such as Singapore have established endowment funds to pay for such initiatives, others have adopted a co-funding approach between government and employers to support training opportunities. However, the study suggests that reduced cost or free training is not, in itself, enough to foster greater participation. There is a need to ensure that all employees are fully aware of the changing skills they may require to learn as their job evolves over time and take personal ownership of their learning.
The report suggests that many formal educational providers, such as universities and colleges, are reluctant to move away from a frontloaded education model towards providing a learner-centred approach. Employers and employees alike are demanding shorter learning modules that foster continued learning in the workplace, and providers need to ensure they are in place.
In particular, the recognition and promotion of on-the-job training, especially through informal learning, must be prioritised – especially since a significant share of adult learning is acquired through practical experience, on-the-job training and interaction with colleagues.
Reflecting this approach within adult training programmes can create an efficient training system that could enable employers to maximise their employees’ performance through the most relevant and appropriate learning methods.
Indeed, It has been suggested that adult education works best where participants are involved in the planning and evaluation of their instruction; experiential learning is the basis for learning; learning is problemfocused; and learning has a direct application in the adult learner’s job or personal life. In addition, such delivery should be supported through blended offline and online learning and, where relevant, enhanced with virtual and augmented reality.
One of the key issues the WEF raises is that of where most of this effort on adult training should be directed. They suggest that small to mediumsized enterprises (SMEs) should be prioritised, as they are the biggest employers in all economies.
Yet it would seem that the constraints faced by SMEs in getting access to training – such as their small size and lack of resources – are not taken into account when developing training systems for adult learners. Workers in SMEs participate in only half the training activities of those working for larger firms.
Therefore, while it is important that we ensure new entrants to the workforce are trained in the skills of the future, we must not forget the 31 million people already employed in the UK (many in small firms), as the vast majority will need to change their skillset to meet the challenges of the next industrial revolution. That is the real challenge facing employers, government and, crucially, education providers over the next five years.