Summary

Work-based learning
Module 1: Introduction to WBL
Principles of WBL	Introduction  |  Seven principles  |  Summary
StudyDesk

Tertiary level work based learning has several distinct features:

• the concept of partnership between an organisation, an educational institution and the learner.
• the learner is part of the organisation. The role can be paid or a volunteer but the concept of commitment exists.
• the programme derives from the needs of the workplace rather than being controlled by the disciplinary curriculum
• the starting point is established after a structured review of current learning
• a major part of the programme is work based learning projects that meet the needs of the learner and their organisation
• a transdisciplinary framework of standards is used to assess.

Otago Polytechnic subscribes to this description of WBL and further elaborates this in the following way. Work-Based Learning at Otago Polytechnic seeks to:

• enable the Polytechnic to provide programmes customised to meet the needs of employer partners;
• provide accessible and flexible opportunities for those in paid or unpaid work to access a comprehensive range of under-graduate and post-graduate qualifications;
• provide a means to recognise and accredit higher-level learning that is specifically achieved in the context of the workplace to promote continuing personal and professional development;
• enable individuals to recognise their own WBL as the subject of higher education study and to negotiate programmes which are focused on topics and issues relevant to their work/ practice;
• provide the means to construct negotiated work-based higher education programmes in partnership with employers or other organisations, which are designed to meet their development needs.

Activity

Write a 500 word response: Reflect on the dimensions of teaching and learning associated with WBL that are different to those dimensions within a classroom environment in your institution which are often structured around knowledge disciplines. What are the implications of this form of learning for your institution? What are the implications for yourself as facilitator to learners? Who would this form of learning suit most and least? Why? Who are the key partners in your WBL context? What does each partner need to understand about the other?