New collaboration between universities and industry
Britain has developed a number of models for work-located programmes, an evolution of the concept of work-based learning programmes similar to apprenticeships but based on academic rather than vocational learning.Work-located programmes go one step...
Britain has developed a number of models for work-located programmes, an evolution of the concept of work-based learning programmes similar to apprenticeships but based on academic rather than vocational learning.
Work-located programmes go one step further than work-based programmes and are aimed at employees who actually learn at the workplace.
The work done in the UK on these programmes was outlined during a business breakfast organised by the Federation of Industry and the British Council.
The speaker was Karen Evans, the head of the School of Lifelong Education and International Development, within the Institute of Education at the University of London.
"Unlike conventional degree programmes that take as their starting point the subject or discipline later to be applied in workplace settings, work-based learning programmes take everyday work practices as their starting point and expand these by bringing in intellectual and other resources from outside, to deepen and expand the workplace programme," Prof. Evans explained.
"Subject knowledge tends to be independent of context."
The two forms of knowledge do not readily or automatically relate to one another. Universities and industries have fundamentally contrasting approaches, with businesses using and generating knowledge for different purposes and ends.
"How can learning programmes be devised that put both kinds of knowledge to work in ways that enrich the organisation, the employee and the university?"
Prof. Evans said that work-based learning was an important development as it means more people have access to higher education, employers benefit from better-educated employees and employees become more confident - which often translates into more productive ones.
The need to bridge the gap between education and the workplace has long been felt.
"You hear so often about graduates who come out feeling that they know nothing in spite of all their knowledge!" she said.
"This is because they do not know how to use that knowledge in an operational sense. That could take as long as two to three years.
"On the other hand, we have workers who have a tremendous amount of knowledge who find it hard to get it recognised as a qualification. Work-located programmes bring in the knowledge needed as situations develop."
By last year, over 100 employees were following these programmes, in sectors as diverse as business, computing, healthcare and multimedia, at both undergraduate and postgraduate levels.
It is not easy. Each programme requires an individually-negotiated, specialist approach. It is also quite a culture shock for academics at university, who are used to a sequential approach rather than the more random one of dealing with issues as they arise.
"... The biggest challenge at postgraduate level is providing the work-based learner with access to the high levels of specialist input needed 'on demand'. Part of the culture shock for academics is having to operate in this 'demand' mode with work-based learners, although increasingly online learning resources can be used with guidance from the tutor."
The approach obviously requires the release of academics to cope with the new programmes, one reason why Prof. Evans believes in retaining an element of public funding.
"If a programme is funded by an employer, then they may tend to squeeze out the wider aspect of education to which the student should be exposed," she said.
Work-located programmes go one step further than work-based programmes and are aimed at employees who actually learn at the workplace.
The work done in the UK on these programmes was outlined during a business breakfast organised by the Federation of Industry and the British Council.
The speaker was Karen Evans, the head of the School of Lifelong Education and International Development, within the Institute of Education at the University of London.
"Unlike conventional degree programmes that take as their starting point the subject or discipline later to be applied in workplace settings, work-based learning programmes take everyday work practices as their starting point and expand these by bringing in intellectual and other resources from outside, to deepen and expand the workplace programme," Prof. Evans explained.
"Subject knowledge tends to be independent of context."
The two forms of knowledge do not readily or automatically relate to one another. Universities and industries have fundamentally contrasting approaches, with businesses using and generating knowledge for different purposes and ends.
"How can learning programmes be devised that put both kinds of knowledge to work in ways that enrich the organisation, the employee and the university?"
Prof. Evans said that work-based learning was an important development as it means more people have access to higher education, employers benefit from better-educated employees and employees become more confident - which often translates into more productive ones.
The need to bridge the gap between education and the workplace has long been felt.
"You hear so often about graduates who come out feeling that they know nothing in spite of all their knowledge!" she said.
"This is because they do not know how to use that knowledge in an operational sense. That could take as long as two to three years.
"On the other hand, we have workers who have a tremendous amount of knowledge who find it hard to get it recognised as a qualification. Work-located programmes bring in the knowledge needed as situations develop."
By last year, over 100 employees were following these programmes, in sectors as diverse as business, computing, healthcare and multimedia, at both undergraduate and postgraduate levels.
It is not easy. Each programme requires an individually-negotiated, specialist approach. It is also quite a culture shock for academics at university, who are used to a sequential approach rather than the more random one of dealing with issues as they arise.
"... The biggest challenge at postgraduate level is providing the work-based learner with access to the high levels of specialist input needed 'on demand'. Part of the culture shock for academics is having to operate in this 'demand' mode with work-based learners, although increasingly online learning resources can be used with guidance from the tutor."
The approach obviously requires the release of academics to cope with the new programmes, one reason why Prof. Evans believes in retaining an element of public funding.
"If a programme is funded by an employer, then they may tend to squeeze out the wider aspect of education to which the student should be exposed," she said.