Brennan and Little (1996, p. 5) as well as Seagraves, Osborne, Neal, Dockrell, Hartshorn, & Boyd (1996, p. 15) and Reeve, Gallacher & Mayes (1998, p. 19) identified three strands of work-based learning namely “learning for work; learning at work; and learning through work”. Swallow, Hall and English (2006) also differentiates learning at work, for work and through work.
Teaching and learning in higher education is largely about learning for work, vocational or of professional formation. The sandwich courses in the United Kingdom, which include a significant element of work placement, have been a feature of higher education since the 1950s.
Learning at work, in-house training courses, or pre-defined packages, largely entails in-company training and development; such training and development may lead to modular credit accumulation towards a higher education qualification.
Learning through work is derived from doing work or performing a function, where the learning is integrated into doing the job. It might be feasible to get such learning recognised (prior learning assessment) as credits towards a formal qualification. Beaudin and Quick (1995) described prior learning assessment (RPL) as credit or certificates obtained to acknowledge a person’s learning derived from life experiences. RPL is done mainly by means of portfolio assessment or challenge examinations. Hunt (2006: 266) states that RPL is based on the “authenticity, recency, relevance and sufficiency of the learning presented in the portfolio”. Swallow, Hall and English (2006) reports that a climate of lifelong learning is nurtured through accreditation of work-based learning. Burton (2005) reminds that Edgar Fauré proposed in 1972 that lifelong learning would be central to the learning society, which would be characterised by people who would enable themselves. Fauré’s idealistic and humanistic prediction has been overrun by a utilitarian viewpoint, brought about by the needs of the global economy and an ‘accelerating treadmill’ of ‘learning for a living’, rather than ‘learning for living’ (p. 187).
Beaudin, B.P. & Quick, D. 1995. Experiential learning: theoretical underpinnings. Fort Collins, Col: Colorado State University, High Plains Intermountain Center for Agricultural Health and Safety.
Brennan, J. & Little, B. 1996. A review of work-based learning in higher education. Sheffield, UK: Department of Education and Skills, Quality Support Centre.
Burton, J. 2005. Is learning for knowing or for being? Work Based Learning in Primary Care, 3: 187-190.
Hunt, L. 2006. Authentic learning at work. In Herrington, A. & Herrington, J. 2006. Authentic learning environments in higher education. Hersey: Information Science.
Reeve, F. Gallacher, J & Mayes, T. (1998). Can New Technology Remove Barriers to Work‐Based Learning? The Journal of Open, Distance and e-Learning, 13:3, 18-26. Electronically accessible from DOI: 10.1080/0268051980130303
Seagraves, L., Osborne, M., Neal, P., Dockrell, R., Hartshorn, C. & Boyd, A. 1996. Learning in smaller companies, final report. Stirling: University of Stirling, Educational Policy and Development.
Swallow, V.M., Hall, M. & English, G. 2006. Making practice count. Learning Disability Practice, 9(1), February: 12-17.
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