The Higher Education Quality Committee (HEQC) of the South African Council for Higher Education (CHE), in its 2004 publication Criteria for Institutional Audits, defines (p. 26, emphasis added) work-based learning as “A component of a learning programme that focuses on the application of theory in an authentic, work-based context. It addresses specific competences identified for the acquisition of a qualification which relate to the development of skills that will make the learner employable and will assist in developing his/her personal skills. Employer and professional bodies are involved in the assessment of experiential learning, together with academic staff.” The publication further defines (p. 25) experiential learning as “A term traditionally used within the former technikon sector for work-based learning”.
Simon Roodhouse (2010: 21) presents the dominant theories underpinning work-based learning. He cites Costley (2001) as saying that work-based learning forms part of a cluster of concepts that include lifelong learning, employability and flexibility. Roodhouse (2010: 21) further cites Unwin and Fuller (2003) that differentiate between learning in the workplace and that is work-based. According the Unwin and Fuller (2003) workplace learning embraces all types of learning that “are generated or stimulated by the needs of the workplace” and may include formal or informal on-the-job, work-related off-the-job training as well as education. Roodhouse (2010: 21) additionally cites Boud and Symes (2000) that advocate workplace learning occurs as employees acquire new skills on a day-to-day basis in doing work, developing new approached and solve problems. Roodhouse (2010: 21-22) concurs with the University Vocational Awards Council (2005) observing that “it is evident there can be no single definition” of work-based learning, other than it is “learning (not teaching) and occurs in the workplace (rather on campus)” The University Vocational Awards Council (2005) further differentiates work related learning as “vocational programmes designed to prepare people for employment which often includes employer-determined competencies”. The University Vocational Awards Council (2005) asserts that work based learning in higher education is not specifically about training, but may take many forms and for a number of different purposes — “the emphasis is on identifying and demonstrating learning that has occurred through work based activity” regardless of how and where it may have been accomplished. Roodhouse (2010: 22) indicates that the guide to learning and employability of the Higher Education Academy supports the position emphasised directly above by stating that “it is not necessarily the experience of work itself that is paramount — rather it is the learning that an individual derives from that experience of work and from reflecting upon it.”
Roodhouse, S. 2010. Defining and theorizing university work-based learning (21-27). In S Roodhouse & J Mumford. 2010. Understanding work-based learning. Surrey: Gower.
South Africa. 2004. Council for Higher Education, Higher Education Quality Committee. Criteria for Institutional Audits. Pretoria: Compress. Retrieved from Internet on 8 September 2004, from http://www.che.ac.za/documents/d000061/CHE_Institutional-Audit-Criteria_June2004.pdf
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