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The role of work based learning methodologies in the development of life long engineering education in the 21st century

By G.R. Burns and C.U. Chisholm

Abstract

Education in the 21st century finds itself having to face many challenges in order to satisfy the expectations of governments, students and industry. Some readily identifiable themes are life-long learning, Continuous Professional Development (CPD), wider access routes for non-traditional students, the development of knowledge workers and the role of tacit knowledge and skills associated with emotional intelligence (EQ-i). The article examines each of these themes in the context of engineering education in the 21st Century and proposes a set of key issues for each theme that reflects its contribution to the development of students and practicing engineers. Using key issues and the basic concepts of Work-Based Learning (WBL), its potential to contribute to the delivery of each theme is assessed. The resulting observations are then used to identify the effectiveness of current WBL methodologies, such as reflective practice, in achieving the educational objectives of each theme. A set of guidelines for the use of WBL in the delivery of different thematic objectives

Topics: TA
Year: 2003
OAI identifier: oai:eprints.gla.ac.uk:2280
Provided by: Enlighten
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