In both academic and political discourse one of the central arguments is that competitiveness of countries, regions or firms depends on their adaptability to the turbulent changes in the global context. Some authors argue that learning capability has become one of the key elements in the adaptation process. (Lundvall 2004)The term ‘learning’ in this respect is often used in a very broad sense. Related concepts like ‘learning economy’, ‘learning organizations’ or ‘life-long learning’ directed the attention to the ‘non-traditional’ forms of learning such as the learning processes occurring within the workplace. At the individual level workplace learning is important source of development knowledge, skills and competences (KSCs). At organizational level it contributes to the increase of competitiveness through the development of human capital possessed by the firm. Finally, at the societal level access to workplace learning increase the employability of people and may strengthen social cohesion.

The concept of ‘workplace learning’ is, however, far from being well-defined. There is a wide range of definitions and approaches aim at capturing the characteristics of this rather complex phenomenon. One of the most important themes occurring in the theoretical streams is the different approaches to the nature of learning. Two dominant paradigms of learning emerge in the literature. The ‘learning as acquisition’ paradigm emphasizes the rational, cognitive elements of learning, where knowledge is external to the learner, who, as a result of the learning process, acquires something that was unknown to him/her prior to that. The other perspective can be labelled as ‘learning as participation’. This approach describes learning process as inherently human activity that is situationally bounded and occurs in social interactions, especially through participation in communities of practice. Learning here is not interpreted as the acquisition of something, but as a constant flow of social interactions. (Lee et al 2004) At this point it should be stressed that there is a third emerging theory that aims to exceed the two antagonistic approaches presented above. The ‘learning as construction’ paradigm calls attention to the fact that in most cases knowledge is not preliminary defined but constructed during the learning process as a results of the permanent interaction between learners, the learning process and the external environment. Learning here is captured as sense-making and knowledge construction process. This type of learning is of utmost importance in cases when the combination of various types of knowledge is required (for instance in cases when the integration of the consumers’ or suppliers experiences and needs is necessary). (Engeström 2004)

With respect to the theoretical foundations presented above in the paper to be presented I intend to investigate the following questions: What differences and similarities can be identified in Europe in terms of different modes of learning? What is the prevalence of work organisation practices that facilitate and/or restrict workplace learning? What and how social and institutional mechanisms regulate opportunities to be involved into learning processes (e.g. values, norms, power relations, motivation and commitment)?

Cedefop (2012) Learning and innovation in enterprises. Research Paper No 27, Luxembourg: Publications Office of the European Union Engeström, Y. (2004) The New Generation of Expertise: Seven theses. In: Rainbird, H. – Fuller, A. – Munro, A. (eds) Workplace Learning in Context, London: Routledge Lee, T. – Fuller, A. – Ashton, D. – Butler, P. – Felstead, A. – Unwin, L. – Walters, S. (2004) Learning as Work: Teaching and Learning Processes in the Contemporary Work Organisation. Learning as Work Research Paper, No. 2, Centre for Labour Market Studies University of Leicester Lundvall, B-A. (2004) Why the New Economy is a Learning Economy? DRUID Working Paper, No. 04-01