Delivering the DEAL: implementation of a work‐based learning programme at degree level

Abstract

This paper offers a strategy for the development of successful work-based learning programmes within higher education. It identifies and addresses the key challenges facing such development. Firstly, whether it is possible to develop a work-based learning programme which provides an effective learning experience at higher education level and which draws upon opportunities within the workplace. Secondly, whether work-based learning programmes are an appropriate vehicle for structuring and accrediting the continuing development of the workforce. In addressing these challenges, we examine the design and quality assurance of a work-based learning programme for qualified social workers, placing particular emphasis on the development of an appropriate learning model. We consider some of the criticisms levelled at competence-based education and argue that work-based learning programmes composed of learning outcomes achieved entirely through practice can be compatible with the aims of higher education.

+Work-based learning of commercial cookery apprentices in the new south wales hospitalities industry

“…Seagraves et al (1996, p. 6) see it as useful to conceptualise the issues in terms of learning for work, learning at work and learning through work, but see all of these as part of work-based learning. However, since Brodie et al (1995) employ the terminology "work-based learning" in reporting their innovations involving the gaining of university qualifications without attendance at university, more specific descriptors appear to be required. Terms like "workplace learning" or "exclusively workplace learning" possibly may be useful in distinguishing this particular type of work-based learning.…”

The Role of Confidence in Lifelong Learning

“…In the literature on the topic, confidence has been defined as a trait (Bernstein et al, 1994;McKinney, 1960) and as a situationally specific concept (Brodie, Reeve & Whittaker, 1995;Champion, 1993). A trait is relatively stable over time, hence if confidence is a trait and not situationally specific it would mean that those who lack confidence would remain lacking in confidence and there would be little educators or educational programmes could do to increase learners' confidence.…”

Employer-university 'partnerships': a key problem for work-based learning programmes?

“…This would need to consider how the distinctive strengths of universities can be built on in developing these relationships, and in what sectors of the labour market it will be most fruitful to work. There is some evidence of success in the public sector, and in fields of work where there is a tradition of links between employers and universities, for example, in nursing and social work (Brodie et al, 1995;JM Consulting, 2003). But there remains a need to investigate whether productive links can be established more widely in other sectors, and the different forms which these links might take.…”