The purpose of this article is to develop a framework to understand and assess the quality of learning environments in the workplace. It is argued that indicators used to measure and assess informal learning at work, at both the national and the enterprise level, are underdeveloped. Consequently, current frameworks to measure and benchmark learning are heavily biased towards education and formal training. A new framework is developed, based on a quantitative survey representative of the private sector in Norway. The framework consists of seven learning conditions, which have significant effects on informal learning at work. Implications for further research, policy and practice are discussed.

In Norway, the system of initial education is distinguished by public regulation, provision and financing, whereas the system of vocational training, and adult learning until recently has been deregulated, and dominated by private providers and employer financing. During the last decade comprehensive reforms of vocational and adult education and training have aimed at expanding public involvement and increasing participation in learning. Some major challenges persist, however, in terms of developing an all-inclusive system of lifelong education, training and learning.

The article explores the new policy frameworks for learning and skills formation in Germany, Norway and Spain. It asks whether a new type of regulation for training is emerging, and how employers and trade unions engage with such developments. It ends arguing that there are competing dynamics, strategic directions and actor-related issues within these new departures in industrial relations. KEYWORDS: lifelong learning ■ skills ■ social partners ■ supply-side corporatism

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