ABSTRACT
In this chapter, the authors aim to interpret the processes of transitional learning taking place in the context of various education, training and guidance practices, mostly in support of people who have difficulty in finding or in keeping a job. The theory of transitional learning can also be of interest from a facilitation point of view, as the entire framework is not limited to the perspective of the learner. The theory on transitional learning is a descriptive and explanatory framework aimed at making sense of the learning processes of individuals in relation to work and their participation in initiatives of adult and continuing education. The authors discuss the four basic strategies or logics of making meaningful connections for transitional learning: adaptation, growth, distinction and resistance. They consider the search for meaningful connections between self and society when engaging with work, as a process of transitional learning.
