One way people in low skilled work throughout Europe upgrade their skills, knowledge and understanding is when they take on new roles by changing jobs (Brynin & Longhi, 2007). That is, the work is either more challenging in itself and/or it offers an opportunity to develop new patterns of interaction and relationships, thereby developing individuals’ abilities to make successful transitions. Being in low skilled employment is not necessarily problematic for a person’s longer-term prospects but staying in such employment most certainly is (Bynner & Parsons, 1997), so supporting progression from low skilled work through engagement with learning and development is an important challenge.

European policy now seeks to support the development of resilience in workers, who should be able to overcome set-backs, engage in continuous learning and, if necessary, individual reinvention (Bimrose et al. 2008; Council of the European Union, 2008; Field, 2009; Hearne, 2012; OECD, 2004; Savickas et al., 2009; Sultana, 2011). The potential of career adaptability has also been argued for increasing the effectiveness of career counselling, enabling individuals to become self-sufficient by supporting themselves and enhancing high performance working (Bimrose et al., 2011; Hearne, 2012; Bimrose and Hearn, 2012).

Using narrative inquiry, this research study is investigating how low-educated / low-skilled workers with a low socio-economic background think about education and continuous learning. Through secondary desk research and the collection and analysis of strategic learning and career narratives of 105 interviews (with 56 follow up interviews) in 7 countries (Germany, Denmark, France, UK, Italy, Poland and Czech Republic), the study:

• outlines and interprets common themes, approaches, ways and/or trajectories representing how low-skilled workers can be supported in their learning activities, career development, employability and career transitions;
• provides a more in-depth understanding of the variety of reasons explaining low-skilled workers’ disengagement with education and their often limited or non-participation in a range of continuing learning activities.

The target group (m/f, 25 - 40 years) are low educated and low-skilled Europeans, who experience problems to participate and be active in society in order to support transition phases and promote successful careers with an effect on their sense of stability and earnings in life.

The following questions are of particular interest:

• Why are low skilled workers significantly less engaged in learning activities?
• What are identified drivers for learning for this group?
• How do low skilled workers envision the outcomes from participation in education, training and guidance activities designed to support their learning and career development?
• How do individuals think about participating in adult education? To what extent is this vision shaped by prior experiences?
• Which role does learning play in considerations about one’s future?

The concept of career transitions provides a theoretical underpinning for this study. A transition infers a change and movement from one identity, self and situation to another. It implies having to let go of part or all of a person’s ‘old identity’ to assume a ‘new or modified identity’ (Ecclestone, 2009). This involves a process of self-reflection through learning. Transitions are, therefore, about ‘becoming’ (Levinson & Levinson, 1996; Merriam, 2005). However, transitions are not linear and an individual may experience more than one transition at once or overlapping transitions. Transitions are linked to social roles, experiences, behaviour, social contexts, agency and structure. As George highlights: ‘research on life transitions continues to grapple with two major issues – the challenges raised by heterogeneity, and the need to better link macro and micro perspectives’ (1993, p. 353). Transitions can also be viewed as revolving around ‘turning-points’ moments involving a substantial change in direction (Elder et al, 2003), which can be driven by  ‘significant learning events’ (Antikainen, 1998).

Bauman, Z. (2005) Learning to walk in quicksands in A. Bron, E. Kurantowicz, H. Salling Olesen & L. West (eds.), ‘Old’ and ‘New’ Worlds of Adult Learning, Wroclaw, Wydawnictwo Naukowe. Bimrose, J. & Hearne, L. (2012) Resilience and Career Adaptability: Qualitative Studies of Adult Career counselling. Journal of Vocational Behavior, 81, 338 – 344 Bimrose, J., Barnes, S. -A., & Hughes, D. (2008). Adult career progression and advancement: A five year study of the effectiveness of guidance. Coventry: Warwick Bimrose, J., Brown, A., Barnes, S-A. & Hughes, D. (2011). The role of career adaptability in skills supply, Wath-upon-Dearne: UKCES. Brown, A. (2004). Engineering identities, Career Development International, 9, 3, 245 - 273. Brown, A., Bimrose, J., Barnes, S.- A., Kirpal, S., Grønning, T., & Dæhlen,M. (2010). Changing patterns of working, learning and career development across Europe. Brussels: Education, Audiovisual & Culture Executive Agency. Brown, A., Kirpal, S. & Rauner, F. (Eds.) (2007). Identities at Work, Technical and Vocational Education and Training Series. Dordrecht: Springer. Brynin, M., & Longhi, S. (2007). The transformation of work? Occupational change in Europe. Colchester: Essex: ISER. Bynner, J. and Parsons, S. (1997). It doesn't get any better: The impact of poor basic skills on the lives of 37 year olds. London: Basic Skills Agency. Council of the European Union (2008). Council resolution on better integrating lifelong guidance into lifelong learning strategies. Brussels: EU. Ecclestone, K., Biesta, G. & Hughes, M. (eds) (2009), Transitions and Learning Through the Lifecourse. London: Routledge. Field, J. (2009). Preface. In K. Ecclestone, G. Biesta, & M. Hughes (Eds.), Transitions and learning through the lifecourse (pp. xvii–xxiv). Abingdon, UK: Routledge. Field, J (2012). Transitions in Lifelong Learning: Public Issues, Private Troubles, Liminal Identities, Studies for the Learning Society, 2-3, 4 – 11. Glastra, F. J., Hake, B. J. & Schedler, P. E. (2004). Lifelong Learning as Transitional Learning, Adult Education Quarterly, 54, 291 - 307. Hearne, L. (2012). The resilient adult guidance practitioner: A study of the impact of high-touch work in challenging times. Limerick: University of Limerick Organisation of Economic Co-operation and Development (OECD) (2004). Career guidance and public policy: Bridging the gap. Paris: OECD. Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J. -P., Duarte, M. E., Guichard, J. & van Vianen, (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, 75(3), 239–250.