Higher education and work-based learning. Look after the learning and the 'facts' will look after themselves: transition from a didactic approach to workforce development
The credentials of higher education are increasingly valued
by society, and yet the appreciation of the academic institution is in decline. Employers and students in programmes that commonly utilise work-based learning, often experience difficulty in relating the theory of higher education to practical skills assessment in the workplace setting.
Partnership working is central to professional development at all levels, with key stakeholders including students, institutions and regulating authorities. Yet there is often a mutual incomprehension that detracts from effective workplace learning and achievement. Roles and responsibilities are often unclear, resulting in an inconsistent approach to learning and teaching. In turn, this slows the progression of workforce development with considerable implications regarding cost, time commitment and final outcome. These factors in themselves have a negative feedback upon the partnership working process.
By means of literature review, this article aims to highlight key factors that support effective practice assessment, and to identify areas for improvement and consideration. Emergent issues centre upon three specific themes:
1) partnership working
2) communication and comprehension
3) the assessment process
Notably, there is significant coverage of factors that detract from an effective learning process. Clear communication and early exploration of conceptive objectives may be of greater benefit than a more specific didactic/instructional model of learning. This may further enable independent learning and development across a broader range, and release the academic
and professional potential of those involved
