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Learning Approaches and Methods (DEWBLAM) Project Intended To Develop A

This document discusses the nature and definitions of work-based learning. It provides an overview of work-based learning, including its rationale and various approaches. Gray identified three key elements of work-based learning: learning through work, learning for work, and learning at work. The document then gives examples to illustrate each of these three types of work-based learning.

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Amir Hayat
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49 views

Learning Approaches and Methods (DEWBLAM) Project Intended To Develop A

This document discusses the nature and definitions of work-based learning. It provides an overview of work-based learning, including its rationale and various approaches. Gray identified three key elements of work-based learning: learning through work, learning for work, and learning at work. The document then gives examples to illustrate each of these three types of work-based learning.

Uploaded by

Amir Hayat
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Nature of work base learning project

The term work-based learning is widely used throughout the literature,


academia and industry to describe a multiplicity of approaches by which one
can learn through work. The complex nature of work-based learning can
often lead to confusion when designing courses which aim to implement
such an approach.
This practice guide will focus on:
1. The rationale for conducting work-based learning.
2. The varieties of approaches to work-based learning that are currently
implemented.
3. Student opinions of work-based learning.
4. How to resolve any implementation and communication issues.
There are many approaches to developing work-based learning modules,
courses and projects that utilize learning at, learning for, and learning
through work.
It is widely being acknowledged that work-based learning (WBL) strategies
are a vital part in the ongoing and future development of the existing
workforce. For example, in Europe the Developing European Work Based
Learning Approaches and Methods (DEWBLAM) project intended to develop a
Europe-wide network of models and approaches to WBL within a European
consortium of establishments, with the aim of allowing access to Higher
Education qualifications for those adults currently in employment, through
accreditation of prior and experiential learning.
A broad definition of WBL is offered in Work-based learning: A New Higher
Education where the authors expand upon their definition to include meeting
the requirements of learners and the contribution that this learning will have
in the development of the organization in the long term
Work-based learning is the term being used to describe a class of
university programmed that bring together universities and work
organizations to create new learning opportunities in workplaces.
Gray identified three key elements to work-based learning which all learners
and employees can relate to:
A definition for the higher education level could involve any of the
following work-based learning types; learning through work,
learning for work and learning at work.
A further definition of work-based learning which encompasses foundation
degrees is provided by Sodiechowska and Maisch:
Where students are full-time employees whos programmed of
study is embedded in the workplace and is designed to meet the
learning needs of the employees and the aims of the organisation.
With respect to pedagogy, the practice of work-based learning can be
considered to be the continued lifelong learning adults undergo throughout
their lives, following education in an educational environment. Work-based

learning is a widely utilized tool employed by both HEIs and businesses to


educate and develop their students or work-force in all three elements
outlined above.
There are many WBL pathways involved throughout the education system as
well as in higher education institutions and businesses, and there are many
means by which the student is engaged and assessed. Using the definition
provided above by Gray, the following collection of approaches was compiled
to illustrate the three types of learning.
Learning for work
Learning for work can involve the secondary-school student embarking on a
two-week work-experience placement, whereby they would be involved,
albeit very superficially, in the processes of the workplace, reporting on how
they developed over their time there as well as log-keeping.
A further example is the long-established sandwich-course observed in HE;
with students spending a year in industry carrying out a more significant role
within their company, for example in science-based industries an
involvement in new product or existing product development, observing their
theoretical knowledge in a working environment while being assessed as part
of their degree course. Introduction to work-based learning.
Teacher training courses such as Post-Graduate Certificate of Education
(PGCE) or Graduate Teacher Programs (GTP) routes which involve
professional development of a learner with training specifically for a certain
job are also learning for work. Teacher training courses are available as
purely work-based programs, as is the case for the GTP or School-Centered
Initial Teacher Training (SCITT) courses. The PGCE route offers work
placements to assist in the learning for work, as well as combining principles
of pedagogy and classroom management through educational institutions,
with subject specific work. All routes require each learner to collate a
portfolio of evidence throughout their time within the workplace.
Learning at work
A commonplace example of learning at work is the well-established on-site
company training schemes and programs which can provide a means of
upskilling the existing workforce without the need for lengthy periods of time
away from their work, for example taught through an experienced senior
technical expert employee or an external consultant from a specialist
company. In general, these courses are not often formally assessed or given
accreditation.
An example of an off-site training scheme run by the British Aerosol
Manufacturers Association (BAMA) is the Introduction to Aerosol Technology
designed to train and educate industries and employees on aerosol
technologies. This course provides a good example of prior learning through
which accreditation could be awarded.
Learning through work
There are examples whereby completion of on-site training courses are
formally assessed and accredited; these are examples of learning through

work as well as accredited day-release programs through further and higher


education institutions.

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