Integrating employment and skills: the role of community-based learning

McTier, Alexander; McGregor, Alan

doi:10.1080/01442872.2010.529322

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…The record on the impact of civic learning on students' learning is extensive. Building on Situated Learning, further research confirms it increases students' understanding of course content (Atkinson and Hunt 2008;Mayer 2019) and the development of transferable career skills (McTier and McGregor 2011). Such engagement also enables students to acquire competencies in sustainability (Molderez and Fonseca 2018; Cebrián, Junyent and Mulà 2020).…”

Section: Civic Learningmentioning

confidence: 93%

Untitled

2021

JDS

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The Dialogue Society is a registered charity, established in London in 1999, with the aim of advancing social cohesion by connecting communities, empowering people to engage and contributing to the development of ideas on dialogue. It operates nation-wide with regional branches across the UK. Through discussion forums, courses, capacity building publications and outreach it enables people to venture across boundaries of religion, culture and social class. It provides a platform where people can meet to share narratives and perspectives, discover the values they have in common and be at ease with their differences.

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Section: Civic Learningmentioning

confidence: 93%

Untitled

2021

JDS

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“…e record on the impact of civic learning on students' learning is extensive. Building on Situated Learning, further research con rms it increases students' understanding of course content (Atkinson and Hunt 2008;Mayer 2019) and the development of transferable career skills (McTier and McGregor 2011). Such engagement also enables students to acquire competencies in sustainability (Molderez and Fonseca 2018;Cebrián, Junyent and Mulà 2020).…”

Section: Civic Learningmentioning

confidence: 97%

Community Campus as Threshold: A Space of Dialogue for Academia and the Community

Brown¹,

Warwick²,

Latham³

et al. 2021

JDS

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This paper explores an argument for community-situated spaces of encounter – acting as thresholds – between community and academia, through which: learning can be enhanced; a greater sense of identity and efficacy can be fostered, and a defined agency can be enabled. This proposition prioritises a dialogic relationship in a shared ground of agency and discourse, whose potential is reinforced through a rediscovery of the local arising from the COVID pandemic. The rediscovery of the local has pushed civic-minded universities pre-existing interrogation of their community-based learning practice in the context of marginalised communities; a key challenge is how to foster a dialogic relationship with a community when academia is not really part of the community? A concurrent question considers the spatiality of such practice? Proposed here is a situating of the civic university directly within the community offering opportunity for everyday dialogue on and experience of local life. This proposal re-sites the university’s civic initiatives outside the academy in community-based campuses. Central to this campus would be the coming together of the community and academia to envision and action joined-up approaches to multivalent issues. This initiative would simultaneously afford an innovative education while enabling students and staff to contribute to the wider community; at the same time the community campus would serve as an active agent in bringing the community together and reshaping its future. The community campus would act as a dialogic threshold between academia and the community, a space grounded in its social nature, mutual embrace and exchange.

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“…Each of these stakeholders operates in a system of their own, but the process of human capital development is nested within and overlaps the systems located for each stakeholder independently. Under this integration, a more genuine communitybased learning model can be deployed (McTier & McGregor, 2011) and community development can be achieved as the voice of all the stakeholders have been convened to identify the workforce priorities and challenges of a respective jurisdiction (Holland, 2014).…”

Section: Systems Thinking Within Workforce Developmentmentioning

confidence: 99%

A Workforce Development Systems Model for Unemployed Job Seekers

Holland¹

2015

Journal of Adult and Continuing Education

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Workforce development is a set of processes that govern the identification, recruitment, assessment and training of job seekers into employment as well as the maintenance and advancement of these persons in their careers. Given the complexity of what workforce development entails, a systems approach is illustrated to ensure that the broader goal of human capital investment is met. The paper identifies the foundational assumptions of systems thinking, classifies the key stakeholders in workforce development and provides brief case studies on where systems thinking has been deployed. The paper also enunciates an outcomes framework to give the metrics by which progress towards performance goals can be measured.

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Integrating employment and skills: the role of community-based learning

Cited by 4 publications

References 6 publications

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Community Campus as Threshold: A Space of Dialogue for Academia and the Community

A Workforce Development Systems Model for Unemployed Job Seekers

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