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Purpose - In the current knowledge-based economic climate, the success of an organisation is inextricably linked to the individual. This article seeks to consider the key relationships between the individual, lifelong learning, the workplace and employability in the context of the knowledge society. The aim is to extend understanding of these relationships and their impact on future employability. Design/methodology/approach - The paper examines the key relationships between the individual, lifelong learning, the workplace and employability from the perspective of the Programme for University Industry Interface (PUII). Findings - The discussions focus on the implications of the current situation for the future and suggest ecology as a metaphor for the way in which learning is intertwined in a complex environment that incorporates the learner, the workplace, the external company environment and the knowledge repositories. Originality/value - The paper sheds light on these particular issues through the findings of the PUII. The authors also explore potential avenues for advancement or resolution of some issues, e.g. strategies for developing self-directed learners and approaches to workplace learning based on these findings.

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Lifelong learning in Europe (LLinE) is published four times a year by the KVS (Kansanvalistusseura) Foundation in cooperation with the Finnish Adult Education Research Society. This issue of LLinE focuses on the use of evaluation, assessment and accreditation in education, training and lifelong learning. The message is that learning should not become a commodity and that the use of evaluation as a means of quality control, concerned only with the end-product, must be replaced with a system which recognises evaluation as a tool for development, focusing on the promotion of learning and the empowerment of the learner. The articles in this issue include: Evaluation in today's education: from control to empowerment / Kauko Hamalainen and Antti Kauppi (p. 68-75); Performance assessment instruments as learning tools / H. H. Tillema (p. 76-81); Juggling between learning and work: AP(E)L [assessment of prior certification and experiential learning] in the UK / Tony Wailey and Robert Simpson (p. 82-89); Interaction between learning environment and expert learning / Sari Lindblom-Ylanne and Kirsti Lonka (p. 90-97); The growth of benchmarking in higher education / Allan Schofield (p. 100-105); Portfolio in teaching: interview / Peter Seldin (p. 106-109); Accreditation to continuing education: from control to improvement / Anne Vahapassi (p. 110-114); A fatal misunderstanding in liberal adult education: a response to Oskar Negt / Barry Hake (p. 119-125) (which responds to an article in the previous issue, indexed at TD/TNC 80.332). Show less

Lifelong learning in Europe (LLinE) is published four times a year by the KVS (Kansanvalistusseura) Foundation in cooperation with the Finnish Adult Education Research Society. This issue of LLinE focuses on work and the information society, and the learning society. The message is that the future of adult education must see a combination of learning for work and learning for a good life. The articles in this issue include: Outlines of a 'paradoxical humanism' / Tuomas Nevanlinna (p. 4-7); Chances of a civil society in learning / Oskar Negt (p. 8-15) (a response to this article appears in the following issue, indexed at TD/TNC 80.331); Turning round the oil tanker: lifelong learning policy in England / Alan Tuckett (p. 16-22); On the development of lifelong learning concept in a French context / M'hamed Dif (p. 23-30); Lifelong learning at European level: the past, the present and the new Grundtvig action / Camilla Lindstrom (p. 31-34); Work, technology, and competence: the concept of work and learning / Ilkka Tuomi (p. 42-48); Values and morals in the information society / Dietmar Mieth (p. 49-54); The impact of ICT use on the role of the learner / David Squires (p. 55-61). Show less