Workplace Learning of Teaching and Non-teaching Staff of HEIs in CALABARZON as Basis of a Regional AEHE/Lifelong Learning Framework

his research focuses on the conditions for workplace learning (WPL henceforth) in the academe, in this case, higher education institutions (HEIs) in the CALABARZON region, which is said to be next to the National Capital Region (NCR) in terms of the total number of HEIs operating in this part of the country. While there is vast research on conditions for WPL in general, there is less on conditions for WPL in the context of academic workplaces, such as those in higher education institutions in the Philippines in general and in CALABARZON in particular. This is a research gap that this proposed study aims to address. Also, the Regional Research and Innovation Committee (RRIC) of the National Economic Development Authority Region IVA (NEDA IVA) has identified in its research agenda 2023-2028 the development of an adult education in higher education (AEHE)/lifelong learning framework to address job-skill/job-education mismatch. Hence, this proposed research also aims to contribute to this need of the region. Likewise, this study aims to contribute to the UN SDGs specifically SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. And since there is also a dearth of published literatures on WPL conditions in the academe, this proposed research seeks to add to the literatures on WPL. In fact, Kodom-Wiredu et al. (2022) claim that there is little research on informal learning in the workplace setting, even though WPL is a “significant contributor to improving individual and organizational performance” (p. 13). WPL, as defined by Cacciattolo (2015), is a way of upgrading skills and knowledge acquired at the place of work mostly through work-related dialogues and contributes to the learning of both individual employees and the entire organization (Mukeredzi, 2022). Traditionally, WPL is categorized as formal or structured learning such as classroom teaching, e-learning or MOOCs which guide the learner and informal or unstructured learning that enables people to learn what they want, and when they want to. Citing Imants and Veen (2010), Mukeredzi (2022) points out that WPL leads to the development of productive learning contexts in education and continuing professional education. Thus, in the academe, WPL of teaching personnel is expected to manifest in developed competences and skills for educating their students and produce productive graduates and workers for future workplace contexts while WPL of non-teaching personnel is expected to manifest in the way they deliver ancillary student services such as admissions, enrollment, assessment and accounting of fees, guidance and counselling, health services, and placement. Against this background, this research aims to investigate workplace learning among teaching and non-teaching personnel of HEIs in CALABARZON and shed light on how they view the conditions of WPL of academe workers and how these WPLs contribute to the individual and organizational performance of HEIs in the CALABARZON region.