What is Work Based Learning?
There is no easy answer but many confusions about what work based learning is. The general confusions are in respect of the differences between terms such as 'work-based', 'work-related' and 'workplace' learning as well as related terms such as 'work experience'. In general terms, work based learning means any learning which derives from the experience of engaging in work.
Work based learning is, therefore, potentially a self-development approach to connecting work with learning. Although not new it has only achieved greater awareness in recent years as most bodies including government have sought to link educational provision more closely with the needs of the economy, employers and learners.
Work based learning enables motivated adult learners to take on active role(s) within the workplace, giving them the opportunity to learn and apply the skills and applicable knowledge they have acquired as an integrated element of their self-development and self-enhancement.
Why Work Based Learning?
Work based learning is, therefore, very important within a broader perspective to match vocational pathways through education as a whole as well as in incorporating academic as a way of establishing parity between 'vocational' and 'academic'provision.
Work Based Learning is for Who?
Work based learning is especially essential for mature and motivated adult learners who want to combine vocational pathways through education with professional development.
What Will I Learn From Work Based Learning?
Work based learning involves structuring and incorporating your learning with your role at work. You have to assess the nature of your job and complete a project based on what you are learning from work. By looking at your job and developing your skills and applicable knowledge, you will be able to enhance your role at work and increase your professional contribution to your organization.
How the Academic and Work Based Learning are Tied Together?
ICS-KURSK Bachelor of Arts program [BA] and Master of Arts program [MA] have been designed to enable mature and motivated learners to learn by relating their learning experiences which are linked together through a project specification. Learners will have the opportunity to link their learning by using ‘academic’ references and research articles to their learning in the workplace by completing a project paper. The learning outcomes for the whole award are linked together in such a way that learners will need to understand the relevance of all aspects of their learning.
How Can Learners Gain Benefits From Work Based Learning?
Learners will be able to identify and reinforce existing knowledge and experience by learning and developing the context of the work role and the working environment through a project specification. In pursuing this work based learning through a project specification, learners will gain academic recognition for existing skills and, through critical reflection, improve personal effectiveness, responsiveness and awareness in the work role and the working environment.
How Can Employers Gain Benefits From Work Based Learning?
Learners participation will increase opportunities of the organizations to make individual knowledge explicit and form part of the organizational structure. Learners who take part in work based learning have been shown to possess a deeper appreciation of working environment as well as a better understanding of their individual work role, their position in the organization and the relevance of corporate objectives.
Work Based Learning Framework
ICS-KURSK has developed a project learning framework which has been specifically designed to meet the needs of both learners and employers. In this approach, the ICS-KURSK will have overall responsibility for the quality assurance of the overall project award however learners will be responsible for their own learning either by using ‘academic’ references and research articles or learners may, at their options, register for any e-learning course to enhance their applicable knowledge.
The basic principles for this online support model are detailed below:
- Any learner who would like to undertake this component will have to be employed, self-employed, or a regular volunteer in an appropriate work setting.
- Every learner will need to recommend a facilitator associated with their workplace or in similar work-based environment to ICS-KURSK who will be able to give any necessary permissions, authenticate any evidence, and agree the work-based learning direction. [NOTE: It is the responsibility of the learner to negotiate with his/her facilitator on whatever fee payable for the services and ICS-KURSK will not be liable to make any payment to the facilitator]
- The first task will be for the learner to develop and negotiate with the facilitator permission to use the workplace as a site for learning, get the facilitator’s support and agreement that the facilitator will, as a minimum, verify that the work is the learner’s. It is at this stage that learners will go on-line to develop their thinking about how their workplaces can contribute to the intended learning achievements.
- Learners will be required to undertake an audit of their achievements including any prior-learning arrangement in relation to those identified as learning outcomes. They should then complete a learning log which shows reflection on their work in relation to those achievements including prior-learning arrangement and, at the end, show that they have reflected on and evaluated the progress they have made during the work component. This workplace enquiry, which will be documented in a portfolio, will be used by ICS-KURSK to evaluate learning progress and achievements. [These activities are compulsory but, once done to a satisfactory standard, attract developmental feedback, rather than grades which contribute to final classification.]
- Learners will be required to identify ways in which their workplaces can contribute to the intended learning achievements in consultation with his/her nominated facilitator.
- The examinable component will be an analytical account, accompanied by a portfolio of supporting evidence, evaluation and reflection, of the activities that the learner has undertaken within the workplace before pursuing the final project paper.
