Sustaining Work-based Learning During COVID 19 Pandemic

Objective: Producing a model system of school cooperation with industry through work-based learning to support quality education in achieving the Sustainable Development Goals (SDGs). Theoretical Framework: This research is based on the learning design theory of the Organization for Economic Co-operation and Development (OECD), which is a method or model to help schools manage cooperation with industry, considering that the role of school cooperation with industry can be a bridge to produce graduates according to the needs of the labor market in improving sustainable development goals (SDGs). Method: This study uses a qualitative approach that will examine and describe the vocational education model in Indonesia in meeting the needs of the labor market. This study is a type of multi-case research with data collection techniques using observation, interviews, questionnaires, and reviewing relevant theories and research. The sample used as the object of the study was vocational high school students in East Java Province, Indonesia. Results and Discussion: The work-based learning model in Indonesia is divided into three main components, namely: (1) Planning; (2) Guidance and (3) Assessment. In its implementation, each component has several indicators, namely: (1) Competency Selection, Industry Determination, Program Preparation, Provision, Supervisor Determination; (2) Journal Preparation, Monitoring, Portfolio documentation and; (3) Supervisor Assessment, Certificate, Value Reporting. Research Implications: The results of this study are an alternative for Vocational High Schools in choosing a learning model. Based on the planning, guidance and assessment procedures with their respective indicators, it can provide recommendations for schools that work-based learning is not only the responsibility of the school, but work-based learning will be optimal if there is structural collaboration with industry. Originality/Value: The work-based learning model is revealed based on one of the strategies that is considered significant in creating attitudes, knowledge and skills in improving the quality of graduates. This condition is in accordance with the demands of student competence in the 21st century learning system and the era of the industrial revolution 4.0.

Work-based learning takes place in education of competitive employees with required professional qualifications, skills, competence in Latvia. Researchers in many countries in different parts of the globe in their academic research are investigating factors influencing work-based learning. In successful work-based learning all involved stakeholders are important and influential: vocational education institution and its teaching staff and management of this vocation education institution, company where students spend part of their education and skills development process. There are several important aspects recognised as very significant and valuable for consideration in involvement of students in work-based learning analysed in scientific research and reflected in respective scientific internationally peerreviewed publications as well as taken into account in creation of legislative frame for work-based learning and practical implementation of work-based learning with optimal solutions in many countries on the globe and also in the Republic of Latvia. The aim of the research is to analyse aspects of student involvement in work-based learning process. Research methods applied: analysis of scientific peer-reviewed publications, analysis of statistical data related to analysis of tendency of number of vocational education establishments with trend analysis and case studies on work-based learning. Results indicate that there are many requirements for companies to involve students in workbased learning.

The increasing practice of offshore outsourcing software maintenance has posed the challenge of effectively transferring knowledge to individual software engineers of the vendor. In this theoretical paper, we discuss the implications of two learning theories, the model of work-based learning (MWBL) and cognitive load theory (CLT), for knowledge transfer during the transition phase. Taken together, the theories suggest that learning mechanisms need to be aligned with the type of knowledge (tacit versus explicit), task characteristics (complexity and recurrence), and the recipients’ expertise. The MWBL proposes that learning mechanisms need to include conceptual and practical activities based on the relative importance of explicit and tacit knowledge. CLT explains how effective portfolios of learning mechanisms change over time. While job-shadowing, completion tasks, and supportive information may prevail at the outset of transition, they may be replaced by the work on conventional tasks towards the end of transition.

Work-based learning, in which professional work experience is closely integrated with professional study, now forms an important part of many courses in tertiary institutions. A Model for Work-Based Learning offers a plan designed to enhance the professional experience through facilitated mentoring and reflective learning, and is based on an internship that has proven highly successful over the last ten years at the University of Canberra. This strategy, which features collaborative teaching and learning, is applicable to other professional courses within tertiary environments. Part 1 describes the research base for all aspects of the model and shows how a program based on the theoretical model can be implemented, bringing together facilitated mentoring and theory. Part 2 contains a range of activities that can be used by educators during all aspects of the work experience, from preparing students and mentors through assisting the student's move into the professional workforce. The conclusion explores the crucial success factors of the work-based learning model. This volume is an invaluable guide to educators and mentors in the workplace.

Purpose – The globalization of the market economy and the technology revolution present multiple demands for education to meet the needs of the knowledge society. In this global context, work-based learning (WBL) has become increasingly valuable and critical for individuals and governments to enhance employability and to produce competitive workforces. Yet, the interdependence nature of globalization urges us to learn from each other the various theoretical and methodological approaches to WBL. Applying an appreciative inquiry, the purpose of this paper is to propose the transformation of current WBL practices by integrating or “meshing” Confucian Learning Model (CLM) into Western approaches for sustainable human development in this multi-cultural economic-driven global context. Design/methodology/approach – This study is grounded in literature review and critical examination of profound pedagogical theories and practices from both Western and Eastern perspectives. Western education philosophies, learning theories, and models are critically examined and contrasted with CLM an important Eastern perspective in order to identify the major limitations of current WBL development. Appreciative inquiry and comparative view are applied as methods to highlight the significance of integrating or meshing CLM into the Western approaches to transform current WBL practices in this global context. Findings – WBL has greatly benefited current workforce development worldwide, which is well documented in the literature. However, through futuristic and holistic human development perspectives, current WBL development is seen as moving toward pragmatism and utilitarianism due to overemphasizing the use of education for economic competition and for satisfying employers’ immediate work/job needs. Through an “appreciative eye” and comparative lens, this paper helps identify an urgent need to integrate or mesh CLM, an important Eastern perspective, into Western perspectives for enhanced theoretical foundations and more holistic and systemic practical approaches to transform current WBL practices for global sustainable human development. Originality/value – This paper employs a unique method of “appreciative eye” and comparative lens through which scholars and practitioners may identify what is missing but needed in current WBL development in the global context. It is through this unique approach that this paper increases the reader’s awareness of the limitations of current WBL practices, guides them to envision how to fully prepare and release the potential of the twenty-first century workforce, and calls for integrating or “meshing” CLM into the various Western approaches for a more holistic perspective for the possible transformation of current WBL practices worldwide.

Much of the emphasis on the learning of subject leaders in secondary schools is placed on what Eraut (2000) terms ‘organised formal learning events’. This article attempts to redress the balance by focusing on the somewhat neglected area of their informal learning about the role, which is predominantly based in the workplace. It is argued that informal learning consists of three components: implicit learning, learning through experience and non-taught or deliberative learning (following Eraut, 2004). Such forms of learning can be underpinned by theoretical notions of cognitive, affective and behavioural developments. A model of work-based informal learning is proposed that also tries to incorporate the memories of relevant past and current events. It is hoped that this model might be useful as a framework for the future analysis of the learning of subject leaders.

Abstracts. The study aimed to determine whether the learning model used in vocational schools has been effective in producing graduates who are independent, competitive, and can be absorbed by domestic and foreign industries. This research is a quantitative descriptive. This type of research is evaluation research. The evaluation consists of inputs, contexts, processes, products and outcomes (CIPPO). The research conducted at vocational school in Yogyakarta Special Region and Central Java Province. The research sample was taken using purposive sampling. The majority of learning models applied in vocational schools, both theory and practice, are problem-based learning models and work-based learning models. The impact of the implementation of the learning model on the quality of graduates is that an average of 40% of graduates have worked according to expertise, of which 41% are work in the domestic industry. Most vocational schools have utilized the cooperation network in managing the vocational school. Only about 47% use digital industrial network 4.0. Collaboration with utilizing domestic digital industry 4.0 as much as 50% and abroad as much as 38.3%. Policy solutions and practical implementation to increase the absorption of vocational graduates, namely: improving learning facilities, industry-based curriculum, routinely holding job matching, job fairs, alumni networks, collaboration with the ministry of industry, the ministry of labor.

The emergence of Industry 4.0 has significantly transformed industrial systems through the integration of digital technologies such as artificial intelligence, the Internet of Things, cyber-physical systems, and big data analytics. These changes have generated new demands for vocational and engineering education institutions to redesign learning models that are capable of preparing graduates with relevant competencies. This article aims to examine learning models that are appropriate for vocational and engineering education in the context of Industry 4.0. A qualitative literature review method was employed by analyzing peer-reviewed journal articles published over the last decade. The findings indicate that conventional teacher-centered learning approaches are insufficient to address the complexity and dynamism of Industry 4.0 environments. Instead, student-centered and technology-enhanced learning models, including project-based learning, problem-based learning, work-based learning, blended learning, and simulation-based learning, are increasingly adopted. These models promote the development of technical skills, digital competencies, critical thinking, collaboration, and adaptability. Furthermore, the results highlight the importance of industry collaboration and the transformation of teachers’ roles from content deliverers to facilitators and mentors. This study concludes that the successful implementation of Industry 4.0-oriented learning models requires systemic support, including curriculum redesign, professional development for educators, technological infrastructure, and strong partnerships with industry. The article contributes to the growing body of knowledge on vocational and engineering education reform and provides insights for educators, policymakers, and researchers seeking to enhance educational relevance in the era of Industry 4.0.

This study examines the role of work-based learning (WBL) in meeting the evolving demands of Industry 4.0 and digital transformation within Thailand's Technical and Vocational Education and Training (TVET) system. It assesses the current state of WBL implementation in Thai TVET and proposes models to enhance its effectiveness. Using a qualitative approach, the research focuses on two public-private partnership models at Rajamangala University of Technology Lanna (RMUTL): the school-in-factory (SiF) model and the Tripartite Education System. Insights were gathered through semi-structured interviews with five TVET experts, identifying key areas for WBL improvement. Despite increased recognition of WBL in Thailand, challenges remain, including limited industry engagement, inadequate infrastructure, and insufficient teacher training. The study emphasizes the need for stronger public-private partnerships, greater industry participation, and ongoing enhancement of WBL programs. The findings provide valuable insights for policymakers, educators, researchers, and industry leaders in Thailand and the ASEAN region. By advancing effective WBL models, such as the SiF model and the Tripartite Education System, Thailand can cultivate a skilled workforce essential for economic growth and innovation. Furthermore, the study highlights the importance of ongoing evaluation and improvement to ensure that WBL programs remain relevant and effective in the dynamic context of Industry 4.0.

This paper examines the contribution of work-based learning (WBL) to the education of construction students. The research draws on the experiences of part-time students and students on sandwich courses in a School of the Built Environment. The sandwich courses include a year in industry as the penultimate year of a four-year programme. This WBL component constitutes a valuable link between higher education and industry and provides a mechanism for students to consolidate learning in their final year as well as preparing them to take on responsibility in industry immediately after graduation. The paper also examines the relationship between WBL and institutional learning with a view to determining what academic credit is awarded for and how it is awarded. The authors argue that WBL is an essential component of higher education, and that credit for WBL is desirable in a system that promotes credit accumulation and transfer. There is currently no rational method of awarding credit for work-based learning and this paper proposes that articulations in current frameworks for credit accumulation and transfer schemes for academic learning may provide a substantive and transparent means of attributing academic credit to WBL. They also recommend that such a framework should be developed specifically for work-based learning.

Purpose The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF. Research limitations/implications There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions. Practical implications The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy. Social implications By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning. Originality/value This paper represents an initial action research study which examines the role WBL can provide for life-long learning.

Driven by COVID-19, remote work is popularising. Companies and employees are increasingly embracing its benefits of flexibility and convenience, showing reluctance to return to full-time office schedules. Similarly, companies and HEIs started offering remote forms of work-based learning (WBL) – or eWBL. However, remote work presents social and psychological barriers associated with physical isolation that need addressing. In the context of WBL, which aims to provide a real-work environment for students, it is essential to explore these barriers as they might undermine the development of critical competencies associated with WBL, particularly creativity, teamwork, collaboration, networking and situational awareness. While research has started producing alternatives to overcome some of these limitations, we still miss a robust framework for designing and implementing these and other potential new strategies that could further enhance eWBL. To address this gap, a comprehensive framework is developed by integrating literature recommendations with results from 27 case studies derived from the Erasmus + Project eWBL. The framework comprises five primary phases: design, preparation, onboarding, delivery, and assessment. Each phase contains several sub-phases that offer practical implementation steps to WBL trainers in higher education and industry on how to deliver high-quality eWBL.

Work-based learning is an active learning approach to management education that incorporates a variety of different pedagogical practices. The integration and application of these different practices are an effective means of building essential managerial and leadership skills. While hospitality management programs have long taken an active approach to education, this paper presents a comprehensive conceptual foundation for active learning that can be applied in hospitality courses and numerous other management courses. Specifically, this paper presents the application of a work-based learning approach to pedagogy in two undergraduate business courses – Organizational Behavior and Management Skills. Examples of learnings from student papers, and anonymous survey data, provide evidence that engaging in work-based learning helped students learn the subject matter in their respective courses. The present paper expands on earlier work on applied learning by synthesizing disparate pedagogical methods, by providing an integrated conceptual basis for applied learning projects, and by providing a framework for the implementation of work-based learning in multiple management courses. As many hospitality programs in North America are being integrated into colleges of business, work-based learning is especially pertinent given contemporary criticisms of traditional pedagogical techniques in management education

This paper reports on an evaluation of work-based learning within a postregistration community health nursing degree programme. Work-based learning is primarily concerned with the process of learning and with encouraging the individual to be explicit about how and what they learn so that their experiential learning may be assessed and accredited. The methodology of Illuminative Evaluation was adopted, with case studies (n=6) used as the means of exploring in depth the different perspectives of the major stakeholders (that is, the students, their workplace supervisors and their academic supervisors). The data comprised documentation, participant and nonparticipant observation, interviews and focus groups. The initial aim was to examine the potential benefits of work-based learning to students and to describe its impact on their practice. However, what emerged through the course of inquiry was a gap between the educational philosophy of work-based learning and the way in which work-based learning was delivered within the department concerned. Work-based learning provides educators with an opportunity to debate openly fundamental issues about the nature of educational practice; in particular, about the role of the supervisor in facilitating students' learning. As the evaluation highlights, if this debate does not occur, existing educational practice remains unchanged and the potential benefits to students of this new educational philosophy are not realized. Furthermore, it is by engaging in a reflective process in relation to their own experience that educators can begin to understand how to facilitate that process in others.

PurposeThe purpose of this paper is to explore, from a practitioner perspective, the tensions in facilitating the “challenging and complex” terrain of co‐delivered work based learning (WBL) – a growing area of practice in the UK, but under‐researched and under‐discussed – and a possible cutting edge resolution which is currently being developed.Design/methodology/approachThe article draws from on‐going practitioner research using a first person action research methodology which uses critical reflection and peer discussion over two years.FindingsAlthough higher education institutions are required (by regulation) to be responsible for the quality of teaching, learning and assessment of the qualifications granted in their name, this becomes problematic in co‐delivery. Three tensions emerged which contest such ownership and responsibility: a perception (or preference) of co‐delivery trainers to be “trainers delivering training” rather than owning/taking responsibility for teaching, learning and assessment; a perceived “legitimacy dilemma” in relation to the relative importance of the training against the assessment elements; and a “displacement” of the academic by her colleagues from an academic position to being part of the training organisation.Research limitations/implicationsWithin a tradition of qualitative practitioner research, this article encourages practitioners to consider these possible tensions in their own practice, and possible resolutions.Practical implicationsThis paper raises on‐going issues in a reportedly “challenging and complex” area of practice, and a possible resolution which is currently being developed.Originality/valueThis paper foregrounds the importance of the practitioner perspective in organisational development and change in the co‐delivery of WBL.