Learning in vivo

Workplace learning, step 5 of 7, of the South African decade of the artisan

Demonstration of “real competence in any occupation” entails “whether a person can apply and transfer learning at the workplace or across a variety of workplaces”, states the South African Department of Higher Education and Training. 2014 to 2024 has been declared the DECADE OF THE ARTISAN in South Africa, with an extensive programme to support the notion.

Workplace learning is considered the most critical component of learning in artisan development towards real competence. The 7-Steps of the National Artisan Development are:

• Step 1: Career Guidance and Management
• Step 2: General or Vocational or Fundamental Knowledge Learning
• Step 3: Learner Agreement Registration and Contracting
• Step 4: Occupational Knowledge and Practical Learning
• Step 5: Workplace Learning
• Step 6: Trade Testing and Recognition of Prior Learning
• Step 7: Assurance and Certification

During workplace learning the occupational knowledge and practical learning of step 4 are assimilated and applied in the workplace. Workplace learning exposes students/learners “to real life situations within the workplace including all aspects of the [particular] occupation such as work ethics, safety, responsibilities and quality performance of work required by industry".

Workplace learning is regarded “the most significant and most difficult of the various learning processes” and the support of a “qualified workplace mentor, previously known as the journeyman” is therefore regarded essential. “Workplace mentors are qualified and experienced artisans [or practitioners] in the same trade [occupation/profession as] the artisan learner [or student] is registered for”, which unfortunately—due to scarcity, hampers workplace learning. The proposed solution is “to bring back retired artisans to fulfil the function of a mentor in the workplace”.

The workplace learning process entail “on the job” learning; allowing the student/learner to progressively and sequentially apply what has been acquired in step 4 (above) in a real workplace. During workplace learning, the student/leaner is exposed to the entire scope of the
trade/occupation/profession; in accordance to the curriculum of the occupational trade or other qualification; in order to ensure that once qualified, the person will be fully competent to become a productive worker in the industry/profession and will only need further specific industry training.

Gazetted Terminology for Professional Nurse and Midwife Education and Training

The terminology for cooperative and work-integrated education within the South African nursing education and training sphere is worth noting. It is gazetted that the Minister of Health, after consultation of the South African Nursing Council (SANC)—a statutory body—in accordance to §58(1)(f) of the Nursing Act (Act No 33 of 1995); made regulations pertaining to the education and training of professional nurses and midwives.

Of specific interest are the definitions of:

• Clinical accompaniment, which “means a structured process by a nurse education institution to facilitate assistance and support to the learner by the nurse educator at the clinical facility to ensure the achievement of the programme outcomes;”
• Clinical facility, which “means a continuum of services to promote health and provide care to individuals and groups, used to teach learners;”
• Clinical learning opportunities, which “means the range of learning experiences available in a healthcare setting or other experiential learning sites for a learner to gain the required clinical skills;”
• Clinical placement, which “means the period spent by a learner in clinical and other experiential learning sites to ensure that the purpose of the programme is achieved;”
• Clinical supervision, which “means the assistance and support extended to the learner by the professional nurse or midwife at a clinical facility with an aim of developing a competent, independent practitioner;”

The gazetted regulations further includes several other definitions of terminology such as assessment / assessment method / integrated assessment / assessor / moderation / moderator; competence / learning outcomes / programme outcomes; comprehensive nursing; fundamental learning; programme / qualification; and recognition of prior learning. The regulations further deal with issues such as requirements for registration in the two said nursing categories; accreditation of education institutions; admission criteria; minimum programme requirements; clinical education and training; the assessment and moderation of learning outcomes; transfers; recognition of prior learning; application of these regulations, as well as transitional arrangements.

Nursing Act: Regulations: Approval of and minimum requirements for education and training of learners leading to registration in categories professional nurse and midwife, (G 36235, RG 9927, GoN 174), 8 March 2013

Disorganised and confusing connection of business needs with HE provision

Simon Roodhouse (2010: 26) concludes that “mechanisms to connect business needs with higher education provision are generally disorganised and confusing”. He starts the section of saying that “in higher education, workforce development is often referred to as work-based learning and is increasingly recognised as a field of study” (p. 24). He cites Costley’s (2001) observation that such work-based learning by higher education institutions incorporates “the learning people do, for, in and through work” (emphasis added) and quotes examples of longevity:

• Sandwich courses (academic study interspaced with work experience) and placements (elsewhere called (cooperative and work-integrated education) for longer than a century.
• Structured continuing professional development courses which recognise knowledge gained through work experience.
• Formalised accreditation of prior and experiential learning (APEL) processes.
• Familiarity of learning contracts as instruments in education.

Costley (2001, in Roodhouse 2010: 25) identify synonyms including “work based, work related, placement activities, elective modules, independent study, APEL, reach out, CPD, work based learning”. She further indicates that in most cases work based learning forms part of existing programmes at universities; and that learning outcomes and assessment criteria are embedded in the subject knowledge areas derived from scholarly activities and research.

The lack of sustained engagement of higher education in workforce development is difficult to conceptualise, observes Roodhouse (2010: 25) and highlights his observation with the following University Vocational Awards Council (2002):

We somehow seem to be incapable of learning from experience. Succeeding generations of employers are still marooned in tedious development project steering committees whose proceedings take place in academic jargon. Frustrated academics are still struggling to secure placements and projects with the very companies who are lambasting the quality of their graduates’ work readiness.

Roodhouse (2010: 25) speculates that it could also be “intellectual scepticism amongst the academic community, that employability which is associated with work-based learning is nothing more than a continuous conflict between individuals, market demands and fluctuations”.

Roodhouse, S. 2010. Defining and theorizing university work-based learning (21-27). In S Roodhouse & J Mumford. 2010. Understanding work-based learning. Surrey: Gower.

Three-prong implementation plan: Workplace learning and/or simulations

The point of departure ought to be the institutional Team Approach Framework to Curriculum and Learning Development (TAFCLD). This framework specifies with regard to both Step 1: Academic Review and/or Feasibility Study; and Step 2: Curriculum Planning; that the team involved ought to include occupational field representation. The inclusion of relevant industry; commerce; local, provincial and central government; relevant NGOs; relevant professional and/or vocational bodies; and potential employers is of particular importance should workplace learning be agreed upon as a curriculum requirement. The initial representation serves as spring board for further networking in order to secure sufficient workplace learning hosting partnerships.

Every new challenge a learning opportunity

Cairns and Stephenson (in Young & Stephenson, 2007: 2) remark that "every time people engagte with new challenges they have opportunities for significant learning". However tutorial support is required to assist such learners to (1) articulate their acquired learning and plan ways of making current learning from work explicit, and to (2) obtain formal recognition for the new learning achievement.

Source:

Young, D.A. & Stephenson, J. 2007. The use of interactive learning environment to support learning through work leading to full university qualifications. AERA 2007.

Learning through work, flexibility and university for industry

Literature suggest a shift towards flexibility regarding learning outcomes of work-based learning. More than a decade ago (1998) the university for industry (UFI) materialised, focussing on learning through work (LTW), leading to university qualifications. Eight UK universities and colleges collaborate with LearningDirect in e-learning. Employers and/or individuals may negotiate work-based learner-managed projects and online learning that lead to qualifications.

Sources:

• http://www.ufi.com

• http://www.learningthroughwork.org/universities/

• Stephenson, J. & Saxton, J. 2005. Using the Internet to gain personalized degrees from learning through work: some experience from Ufi. Industry & Higher Education, 19(3), 249-258.

• Bosley, S. & Young, D. 2006. Online learning dialogues in learning through work. The Journal of Workplace Learning, 18(6), 355-366.

The powerless/disadvantaged granted less credit(s)?

Susan Warner Weil and Ian McGill are well know for their 'four villages' metaphor concerning experiential learning:

1. Accreditation of learning that has been derived from experience (or RPL: recognition of prior learning) for granting credit at entry level. Reflection in this 'village' is about the recording of learning and assessment thereof. Also known as APEL: assessment of prior experience and learning; or PLA: prior learning assessment.
2. Challenging or complimenting the curriculum of higher and continuing education in that educators help learners reflect on their life experiences to unveil their concealed knowledge.
3. The third 'village' is about social change. Educators enable learners to transcend their limits and become aware of broader sociocultural dynamics.
4. This 'village' is about individual self-development for personal growth.

This post is focusing on aspects of the first 'village'. The first known RPL/APEL/PLA took place in 1946 in the United States when World War II veterans returned home and wanted their experience accredited to gain university entrance.

RPL/APEL/PLA is about learners seeking academic credits for life experiences or recognition of life experiences in order that learners do not have to repeat courses on areas of knowledge they already acquired. However, it is sometimes very difficult to articulate or demonstrate life experiences.

Institutions often limit applicants to organise their experiences according to only those competencies and concepts the institution decided are of value. Rich experiences of applicants might be excluded as result. The situation is compounded due to the excessive power of institutions, resulting in easily domineering the knowledge boundaries and the regulating of the particular hierarchical fit of the experience and/or the category the experience is deemed worthy. The experience of people are colonised by squeezing them into predetermined categories.

There is further the potential discrepancy between rich and unique personal experience versus what counts in terms of public discourse. Applicants may be compelled to construct their diverse selves to fit the recognised AP(E)L dimensions. Social inequalities are not accommodated. People from disadvantaged backgrounds often experience substantial opportunity barriers. Those with unusual life stories often find that their varied experiences and shifting identities are penalised.

A reading of Fenwick,  T.J. 2001. Experiential learning: a theoretical critique from five perspectives. prompted this post. Electronically available at:   http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED454418&ERICExtSearch_SearchType_0=no&accno=ED454418