Montag 26. Juni 2017

Delivery of Work-based Learning

successful learning delivery requires effective planning and coordination and active support for learners

 

In this section of the WBL Toolkit, we consider the different elements required for the successful delivery of work-based learning.

 

The majority of work-based learning delivery requires a close connection between traditional or classroom-based learning and one or more work-based or work-oriented learning activities.

 

The share of learning or instruction that is delivered in traditional environments, or at the workplace, can differ according to the model adopted yet in all cases there is a clear requirement for effective planning and coordination. The partnership between employers and education and training providers is a key factor in ensuring the success of work-based learning.

 

Individual learning plans allow the setting of learning objectives and targeted learning outcomes, with details also included in terms of how (and where) these objectives might be achieved. Learning plans often defining the depth, nature and level of the proposed learning and can be used by learners, teachers and employers, alike. Learning plans can also be used to guide progress reviews for individual learners.

 

Whilst knowledge is often seen as being imparted in more formal learning settings, such as school, college or University, skills development can often be easier when tied to delivery within a company, workplace or work environment. Work-based or workplace learning also provides learners with an opportunity to develop transversal skills (such as teamwork, initiative, creativity and problem-solving) alongside vocational and technical skills. In all cases, successful learning delivery requires that active support be provided to all learners, ensuring that they are fully aware of learning goals, delivery schedules and of those responsible for the delivery of learning within different learning environments.

 

Work-based learning that is provided through a mobility programme or international work exchange can be doubly-challenging for learners, with a need to meet the expectations of both the education and training provider and the company or workplace. For learners participating is such activities requires a strong commitment to the learning process. For teachers, trainers and mentors, there is a need to guide and support learners at all stages of the learning and mobility process.

Related Literature
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The dual training system: Integration of young people into the labour market, 24-25 September 2012
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Skills beyond School: Synthesis Report
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Factors promoting vocational students learning at work: study on student experiences
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Co-funded by the Lifelong Learning Programme of the European Union
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