"Work-based learning (WBL) is an educational strategy that provides students with real-life work experiences where they can apply academic and technical skills and develop their employability."[1] It is a series of educational courses which integrate the school or university curriculum with the workplace to create a different learning paradigm. "Work-based learning deliberately merges theory with practice and acknowledges the intersection of explicit and tacit forms of knowing."[2]
Most WBL programs are generally university accredited courses, aiming at a win-win situation where the learner's needs and the industry requirement for skilled and talented employees both are met. WBL programs are targeted to bridge the gap between the learning and the doing. "Work-based learning strategies provide career awareness, career exploration opportunities, career planning activities and help students attain competencies such as positive work attitudes and other employable skills."[1]
Work-based learning encompasses a diversity of formal, nonformal and informal arrangements including apprenticeships, work placement and informal learning on the job. The key driver is the need for active policies to secure learning that meets the need of the workplace.[3]
Work-based learning is classified in three ways based on the:
Duration of assignment: The work-based learning experience maybe of a duration of a few hours to 2/4 years
Relation to course work: Work-based learning is generally related to a specific subject taught at school or university
Stipend: WBL assignments may be paid or unpaid
WBL learning strategiesedit
Work-based learning strategies include the following:[4]
Apprenticeship or internship or mentorship: An apprenticeship involves the student working for an employer where he or she is taught and supervised by an experienced employee of the chosen organization. The student is periodically evaluated for progress as per the skills and knowledge acquired, and maybe granted wages accordingly. At the end of the course, the student receives a certificate of service. The student learns in a realistic environment and gets the opportunity to apply his or her knowledge in real-world scenarios.
Job shadowing:Job Shadowing is a short term opportunity that introduces the student to a particular job or career by pairing the student with an employee of the workplace. By following or 'shadowing' the employee, the student gets familiar with the duties and responsibilities associates with that job.
Business/industry field trip:Field trips offer the students an insight in the latest technical advancements and business strategies of an enterprise. Students also gain awareness of the various career opportunities available and understand the driving forces of the community's economy.
Entrepreneurial experience: This includes setting up of specific business, right from the planning, organizing and managing stage to the risk control and management aspects of a business.
Cooperative education: In cooperative education, the work experience is planned in conjunction with the technical classroom instruction. This method is used by universities that do not have access to state-of-art equipment required to transact the technical course practically.
School-based enterprise: A school-based enterprise is a simulated or actual business run by the school. It offers students a learning experience by letting them manage the various aspects of a business
Service learning:This strategy combines community service with career, where students provide volunteer service to public and non-profit agencies, civic and government offices etc.
Key personsedit
Student: The student is central to the WBL process. The student engages in a WBL program and completes all requirements of the program, maintains high degree of professionalism and acquires necessary competencies for which the WBL program was designed.
Business Mentor: A business mentor sets realistic goals for the student to acquire, engages and supervises them to complete their tasks and is a role model for the student to emulate.
Teacher Coordinator: A teacher coordinator is a certified educator who manages the WBL program and checks on the student progress and supports whenever required to ensure successful completion of the WBL program
School Administrator: The school administrator is key in introducing WBL programs within the curriculum after identifying the appropriate courses that can be learnt through the program.
Parents: Parental support enables successful completion of the WBL program as offer suitable guidance, support and motivation to their wards and approve the WBL program that would be most suitable for meeting their ward's learning needs and career aspirations.
Meritsedit
Application of classroom learning in real-world setting
Establishment of connection between school and work [5]
Improvement in critical thinking, analytical reasoning and logical abilities
Expansion of curriculum and learning facilities
Meeting the diverse needs of the learner
Creating a talented and skilled pool of future employees
Improvement of student awareness of career opportunities
Making education relevant and valuable to the social context
Community building exercise for productive economy [7]
Disadvantagesedit
Time-consuming activity to identify key courses that can be taught via WBL programs
Needs careful consideration and planning when introducing WBL strategies within the existing curriculum
Certain WBL programs may not be in sync with the formal education timelines and pattern
It is unclear what key elements of this learning may be and that readily available indicators which equate with academic learning outcomes are not necessarily evoking it accuracy.[8]
Needs effective coordination between all key persons involved in the WBL program
Effective evaluation strategy needs to be developed for assessing student performance. This should encompass both formative and summative feedback.
Sourcesedit
This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century, 115, Keevey, James; Chakroun, Borhene, UNESCO. UNESCO.
^Raelin, Joseph (November 1997). "A Model of Work-Based Learning". Organization Science. 8 (6): 574. doi:10.1287/orsc.8.6.563. hdl:10419/268442.
^Keevy, James; Chakroun, Borhene (2015). Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century(PDF). Paris, UNESCO. p. 115. ISBN978-92-3-100138-3.
^Hamilton, Stephen F.; Hamilton, Mary Agnes (1998). "When is Learning Work-Based?". The Phi Delta Kappan. 78 (9): 677.
^Stasz, Cathleen; Brewer, Dominic J (1998). "Work-Based Learning: Student Perspectives on Quality and Links to School". Educational Evaluation and Policy Analysis. 20 (1): 31–46. doi:10.2307/1164289. JSTOR 1164289.
^Cappeli, Peter; Shapiro, Daniel; Shumanis, Nicole (1998). "Employer Participation in School-to-Work Programs". Annals of the American Academy of Political and Social Science. 559 (1): 113. CiteSeerX10.1.1.180.4171. doi:10.1177/0002716298559001009.
^Saunders, Murray (1995). "The Integrative Principle: Higher Education and Work-Based Learning in the UK". European Journal of Education. 30 (2): 203–216. doi:10.2307/1503529. JSTOR 1503529.
January 01, 1970
work, based, learning, this, article, needs, additional, citations, verification, please, help, improve, this, article, adding, citations, reliable, sources, unsourced, material, challenged, removed, find, sources, news, newspapers, books, scholar, jstor, febr. This article needs additional citations for verification Please help improve this article by adding citations to reliable sources Unsourced material may be challenged and removed Find sources Work based learning news newspapers books scholar JSTOR February 2024 Learn how and when to remove this message Work based learning WBL is an educational strategy that provides students with real life work experiences where they can apply academic and technical skills and develop their employability 1 It is a series of educational courses which integrate the school or university curriculum with the workplace to create a different learning paradigm Work based learning deliberately merges theory with practice and acknowledges the intersection of explicit and tacit forms of knowing 2 Most WBL programs are generally university accredited courses aiming at a win win situation where the learner s needs and the industry requirement for skilled and talented employees both are met WBL programs are targeted to bridge the gap between the learning and the doing Work based learning strategies provide career awareness career exploration opportunities career planning activities and help students attain competencies such as positive work attitudes and other employable skills 1 Work based learning encompasses a diversity of formal nonformal and informal arrangements including apprenticeships work placement and informal learning on the job The key driver is the need for active policies to secure learning that meets the need of the workplace 3 Contents 1 Classification 2 WBL learning strategies 3 Key persons 4 Merits 5 Disadvantages 6 Sources 7 See also 8 ReferencesClassification editWork based learning is classified in three ways based on the Duration of assignment The work based learning experience maybe of a duration of a few hours to 2 4 years Relation to course work Work based learning is generally related to a specific subject taught at school or university Stipend WBL assignments may be paid or unpaidWBL learning strategies editWork based learning strategies include the following 4 Apprenticeship or internship or mentorship An apprenticeship involves the student working for an employer where he or she is taught and supervised by an experienced employee of the chosen organization The student is periodically evaluated for progress as per the skills and knowledge acquired and maybe granted wages accordingly At the end of the course the student receives a certificate of service The student learns in a realistic environment and gets the opportunity to apply his or her knowledge in real world scenarios Job shadowing Job Shadowing is a short term opportunity that introduces the student to a particular job or career by pairing the student with an employee of the workplace By following or shadowing the employee the student gets familiar with the duties and responsibilities associates with that job Business industry field trip Field trips offer the students an insight in the latest technical advancements and business strategies of an enterprise Students also gain awareness of the various career opportunities available and understand the driving forces of the community s economy Entrepreneurial experience This includes setting up of specific business right from the planning organizing and managing stage to the risk control and management aspects of a business Cooperative education In cooperative education the work experience is planned in conjunction with the technical classroom instruction This method is used by universities that do not have access to state of art equipment required to transact the technical course practically School based enterprise A school based enterprise is a simulated or actual business run by the school It offers students a learning experience by letting them manage the various aspects of a business Service learning This strategy combines community service with career where students provide volunteer service to public and non profit agencies civic and government offices etc Key persons editStudent The student is central to the WBL process The student engages in a WBL program and completes all requirements of the program maintains high degree of professionalism and acquires necessary competencies for which the WBL program was designed Business Mentor A business mentor sets realistic goals for the student to acquire engages and supervises them to complete their tasks and is a role model for the student to emulate Teacher Coordinator A teacher coordinator is a certified educator who manages the WBL program and checks on the student progress and supports whenever required to ensure successful completion of the WBL program School Administrator The school administrator is key in introducing WBL programs within the curriculum after identifying the appropriate courses that can be learnt through the program Parents Parental support enables successful completion of the WBL program as offer suitable guidance support and motivation to their wards and approve the WBL program that would be most suitable for meeting their ward s learning needs and career aspirations Merits editApplication of classroom learning in real world setting Establishment of connection between school and work 5 Improvement in critical thinking analytical reasoning and logical abilities Expansion of curriculum and learning facilities Meeting the diverse needs of the learner Creating a talented and skilled pool of future employees Reduces pre service training time and cost 6 Improvement of student awareness of career opportunities Making education relevant and valuable to the social context Community building exercise for productive economy 7 Disadvantages editTime consuming activity to identify key courses that can be taught via WBL programs Needs careful consideration and planning when introducing WBL strategies within the existing curriculum Certain WBL programs may not be in sync with the formal education timelines and pattern It is unclear what key elements of this learning may be and that readily available indicators which equate with academic learning outcomes are not necessarily evoking it accuracy 8 Needs effective coordination between all key persons involved in the WBL program Effective evaluation strategy needs to be developed for assessing student performance This should encompass both formative and summative feedback Sources edit nbsp This article incorporates text from a free content work Licensed under CC BY SA IGO 3 0 license statement permission Text taken from Level setting and recognition of learning outcomes The use of level descriptors in the twenty first century 115 Keevey James Chakroun Borhene UNESCO UNESCO See also editWork integrated learningReferences edit a b Work Based Learning Raelin Joseph November 1997 A Model of Work Based Learning Organization Science 8 6 574 doi 10 1287 orsc 8 6 563 hdl 10419 268442 Keevy James Chakroun Borhene 2015 Level setting and recognition of learning outcomes The use of level descriptors in the twenty first century PDF Paris UNESCO p 115 ISBN 978 92 3 100138 3 Hamilton Stephen F Hamilton Mary Agnes 1998 When is Learning Work Based The Phi Delta Kappan 78 9 677 Stasz Cathleen Brewer Dominic J 1998 Work Based Learning Student Perspectives on Quality and Links to School Educational Evaluation and Policy Analysis 20 1 31 46 doi 10 2307 1164289 JSTOR 1164289 Cappeli Peter Shapiro Daniel Shumanis Nicole 1998 Employer Participation in School to Work Programs Annals of the American Academy of Political and Social Science 559 1 113 CiteSeerX 10 1 1 180 4171 doi 10 1177 0002716298559001009 Understanding Work Based Learning PDF Saunders Murray 1995 The Integrative Principle Higher Education and Work Based Learning in the UK European Journal of Education 30 2 203 216 doi 10 2307 1503529 JSTOR 1503529 Retrieved from https en wikipedia org w index php title Work based learning amp oldid 1207797782, wikipedia, wiki, book, books, library,
