ABSTRACT
Austral ia ha s j o i n ed th e internationa l enthusias m fo r l i fe lon g learning . O n e
example i s th e C a n d y Repor t (Cand y et al. 1994 ) a ime d a t th e re for m o f
undergraduate education s o that graduates w i ll b e equippe d t o becom e effec -
tive l i fe lon g learners . I f graduate s are t o b e a s C a n d y recommends , m u c h o f
their futur e learnin g w i l l occu r a t work . T h i s chapte r concentrate s o n th e
workplace a s a site fo r l i fe lon g learning , as against the mor e forma l an d struc -
tured learnin g that occurs i n classrooms an d trainin g settings. I n d o i ng so, w e
confront th e traditiona l mode l o f vocationa l preparation .
