Nurturing enterprise in work-based learning

Laura wrote a Chapter called Nurturing Enterprise in Work Based Learning – this work brings together case studies and research that she has conducted into Work Based Learning and packages it for a wider audience, with a specific aim of informing placement providers. “To any graduate seeking employment, it is not just about getting a job, it’s being employable throughout life, something that is so important in the film and television industry because of the very nature of the work, with its ever-changing technologies, funding and patterns of work (for example, the growing use of freelances instead of employing staff). Learning the skills is all very well, but they need to be transferred effectively back into the workplace; this is why enterprise is becoming ever more important as a tangible skill and why it is important that it remains a fundamental principle of higher education.

Work-based learning and lifelong guidance policies

This Concept Note discusses the relationship between lifelong guidance and work-based learning. While these are distinct activities, they are often advanced as approaches to answering similar broad policy challenges, such as developing a skilled and socially inclusive population, ensuring engagement with education and work, and helping people to progress and live happy and useful lives. This paper argues that lifelong guidance can be particularly useful in relation to work-based learning in three main ways: • Engagement. Increasing citizens’ understanding of work-based learning, the routes into it and the rewards of participation. • Achievement. Helping participants (learners, employers and learning providers) in workbased learning to remain engaged and consider how best to enhance their skills and employability. • Transition. Assisting the effective utilisation of the skills developed within work-based learning by supporting individuals in transitions from work-based learning programmes to sustainable employment

Novel work-based learning courses in analytical sciences

The Open University (OU) is well known for the delivery of world class distance education. From 2010, the OU offers a new Foundation Degree in Analytical Sciences, developed to enhance the skills base of the workforce in analytical laboratories. It allows students to earn and learn simultaneously without taking time off. Students are sponsored by their employer and supported by an OU tutor throughout the four years of part-time study. 25 per cent of the degree comprises two work-based learning modules where the students learn in their laboratory setting and additional support is provided by a work-based mentor. The degree is interdisciplinary in approach with opportunities for specialisation in chemistry or biology. The first work-based module Analytical Sciences in Practice is central to the Foundation Degree and it is delivered primarily over the web with supporting text material. This course has been developed in consultation with the UK water industry and the Drinking Water Inspectorate that regulates public water supplies in England and Wales, and also consultants from the pharma and petrochemical industries. The course develops practical skills and understanding of the science underpinning analytical work. Students will learn information technology skills necessary to operate effectively in the modern workplace, and the numerical skills to carry out the calculations required in their job with accuracy and confidence. The module explains the regulations and science for safe working, enabling students to become safer practitioners. Considerable emphasis is given to understanding the importance of producing ‘fit for purpose’ analytical data and appreciating the need for quality assurance. Basic laboratory operations and techniques are developed using video clips and interactive assessment. Effective teamwork and communication are vital in an analytical laboratory and the course will help improve an individual’s proficiency in these areas. Finally, problem-solving skills are developed, alongside learning how to make evidence-based decisions. The second work-based learning module Developing your Analytical Science Practice is currently being developed along similar lines to the first module. Responsibility for learning is shared between the employer and the OU. The OU provides study materials and on-line tutorial support and manages the assessment procedures. The employer substantially manages the work-based learning on the programme and is responsible for assessing student’s competence to practice. The employer must guarantee to provide students with an appropriate physical environment in which to undertake their studies and a named workplace mentor. There are one-to-one meetings between student, OU tutor and workplace mentor and also OU tutors and mentors have informal contact throughout the course. The OU is also able to offer support in training staff identified as practice assessors in the workplace. The student remains in employment while they study

Quality Work-Based Learning and Postschool Employment Success

Many students with disabilities continue to struggle to successfully make the transition from school to employment. Despite advances in employment rates for students with disabilities who have exited school, their employment rates still lag significantly behind their nondisabled peers (Blackorby & Wagner, 1996). For decades, research has shown the strong relationship between work experience during secondary school and postschool employment for youth with disabilities (Benz, Yovanoff, & Doren, 1997; Colley & Jamison, 1998; Hasazi, Gordan, & Roe, 1985). However, as the continuing disappointing postschool employment rates for youth with disabilities suggest, there remains a critical need to expand work-based learning opportunities for these youth and to integrate these experiences into secondary education. This brief highlights the benefits of work-based learning, what constitutes quality work-based learning, and selected evidence-based models of work-based learning

Work based learning

Entry submitted for publication in The SAGE Encyclopedia of Action Research. Provides a full definition of Work based learning, including origins, historical context, significant characteristics, the relationship between work based learning and action research and their shared foundations, and future prospects