Work-based Learning Issues and Research

FERA Conference - Workforce Development in Practice

14 May 2004

Devonshire Street, London W1

Maria Hughes

Research Manager

LSDA

What is work based learning?

A continuum of learning activity:

Awareness of world of work pre-vocational work relatedness general vocational knowledge and application role contextualisation sector specific knowledge and understanding Job specific knowledge and skills

Includes formal and informal learning

What is work based learning? (2)

Takes place in many contexts and at all levels Key to securing learning culture across British

Industry Lots of rhetoric, but still largely under developed Lack of understanding of the cognitive process Can relate to:

- the development of individuals

- the business success of employers

- the country’s skills base

Features

Context - world of work and employability with varying degrees of specificity

Content reflects world of work Thematic rather than subject based and tends

to be cumulative Emphasises application of theories Is constantly changing as practice develops Requires competence in oral communication,

interpersonal skills, problem solving and personal effectiveness and techniques

Key features of delivery

Application of knowledge in work situations Use of active learning techniques, role

play,simulation and demonstration Projects and assignments as learning and

assessment tools, using vocational setting Focus on the development of skills,

knowledge and understanding Work experience Emphasis on process

Assessment and accreditation

Assessment likely to be:

- Based on outcomes

- Criterion references- Cumulative or continuous

Accreditation based on standards rooted in the

stipulations of employer bodies, Craft Institutes,

Professional Associations

Range of work based learning

Government funded programmes Employer funded programmes e.g. – bespoke, provided by colleges or private trainers, for

individuals or groups to upskill current workforce– day release or variations of this leading to

qualifications at range of levels – in-house “sitting next to Nellie”– Corporate Universities– bought in from e.g. IPD

In the workplace…

WBL needs to accommodate a wide range of learning styles and methods

Potential to develop many different types of skills and knowledge

A central theme is the need for flexible and time efficient solutions

Space as well as time may be a limitation

Current LSDA Projects

Impact of increased flexibility in MA design and delivery

Employer engagement in MAs

Good practice in MA delivery

Effective entry to WBL

Quality improvement in WBL

Vocational routes to level 2

Issues from ‘Making the Grade’ (LSDA 2002) Providers capacity to deliver effective learning at

work requires investment, in terms of:- technical updating- pedagogical excellence- facilities and kit- infrastructure to support learning

AND timely and accurate assessment of training and development needs (Local, regional, sector)

Systemic Issues

Impact of provision on learning: Capacity to deliver the more rigorous Modern

Apprenticeship programmes Increased scrutiny of the CIF Emphasis on a wider range of learning activities and

more structured delivery of underpinning theory Switch of emphasis from assessment of competence

in role to the development of knowledge and skills in a work context

Achievement in work based learning: Achievement rates are modest – concern over

aspirational rate

Issues (cont.)

Key skills: Almost universally seen by providers as a problem,

and irrelevant by young people and their employers The introduction of technical certificates seen as a

further potential problem

Range of provision: Range of provision may not meet the needs of all

actual and potential learners in WBL Learners may be placed on inappropriate

programmes, which they do not complete

Issues (cont.)

Capacity building: The WBL sector is under-qualified Lack of sustained and sufficient development

and training within the WBL sector Funding and resourcing: Providers commented on the reduction in real

terms of the money available to support training, and on problems in securing completion within the standard length of stay

Improving the grade (LSDA 2003/4)- findings

Improving quality: Increase in grade 3s – decrease in grade 4s,

but few grade 1s or 2s Difference in grades awarded by size of

provider diminishing Sector differences apparent Greater selection

Improving the grade – findings (2)

Real improvement or fewer poor providers? Quality and credibility of ALI improved Core funding still seen to be inadequate Removal of NVQ only provision limiting

participation Size and complexity of provider seen to make

little difference to performance Acceptance of focus on teaching and learning

Informal learning in SMEs

Previous LSDA research on workforce development in SMEs noted:

Much informal learning goes unnoted or is not considered ‘learning’

Wide range of knowledge developed incidentally in the workplace

Knowledge acquired in a range of ways Context is important Informal learning is an important source of

development for people in SMEs

“Learning without Lessons” (LSDA 2004)

Findings: Value of prior experience Previous learning supports new learning Limitations of management training Support is obtained from a range of sources Expertise is often ‘bought in’ Niche markets need niche training External demands are influential

Emerging implications (1)

Access to information Importance of context The skills and knowledge mix Understanding the business environment The danger of formalising an informal process

Emerging implications (2)

Variety of needs/expectations in terms of types of skills/knowledge and how these can be provided

Narrowing band of generic needs and broadening band of specific needs

Providers need to fine-tune provision to suit SMEs

Conclusions (1)

On the job learning includes a mix of different types of learning

The informal/formal division is difficult to define and unhelpful

Important to acknowledge informal learning as a contributor to performance in small firms

Conclusions (2)

Possible relationship between prior formal learning and capacity to learn

Implications for compulsory education phase Learning facilitators need underpinning

understanding to adapt learning methods or enable staff to use different methods

Conclusions (3)

More ‘specialist’ advisers are needed, to meet the range of circumstances and contexts requiring support

Advisers’ capacity to relate general principles to specific contexts needs to be developed

The receiver of support needs to be assisted to interpret generic principles

Recommendations (1)

The essential characteristics of small firms should be a key consideration when developing learning opportunities for them Attention to supporting better informal learning is as important as exhortations to take-up formal training Support for small firms should encompass the development of better informal/in-company learning

Recommendations (2)

Pedagogical and environmental issues characterising learning in the workplace need further clarification

Economic awareness, business acumen and the ability to learn independently should be a part of the 14-19 curriculum to support the increasing numbers in SMEs in the workforce

A greater range of affordable and effective specialist support should be secured