Work-Based Learning: Driving the Higher Education Curriculum Forwards - Term Paper Example

Work-based learning: driving the higher education curriculum forwards Introduction Education in the modern world of globalisation has undergone massive changes and there have been several reforms in the field of health education have been caused by the process of work-based learning. Globalisation, the process by which the new industrial and financial transnational corporations dominate the international economic system, involves more than just the growth of large companies, the removal of restrictions on the movement of capital and investment, and the freedom of trade in all goods and services including intellectual property. The nature of work in the contemporary globalised world is rapidly changing and globalisation has resulted in the restructuring of the labour market whereby there has been a high level of geographical and occupational mobility for the skilled workers as well as the marginalisation of the lower skilled. Thus, the drastic changes that have been taking place in every field of occupation due to globalisation has also resulted in the new knowledge economy where the essential issues become what counts as knowledge sin an organisation, how this knowledge is transmitted and stored, who owns it, and how it is shared etc. that is to say, there has been an increasing significance for both individual workplace learning and organisational learning. Significantly, "workplace learning is a process through which both individuals and organisations move towards desirable and sustainable outcomes. However, this raises the question of whether individual learning and organisational learning are congruent and synonymous. In principle, the desirable outcomes and planned goals of individuals and organisations may diverge. Hence, workplace learning will only achieve the sustained development of the (learning) organisation if it can ensure that personal development agendas of its employees are matched with its own organisational development." (Gray, et al, 5) Therefore, the significance of work-based learning which helps the individual development in every aspect has been emphasised in the contemporary environment of globalised world and work-based learning in nursing can drive the higher education curriculum forward to formulate highly skilled practitioners in health industry. Learning in the contemporary world of globalisation has been realised as an important process which involves experience with knowing and there is great scope for work-based learning in every field of education. According to the UK's Campaign for Learning, learning can be defined as "a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve an increase in skills, knowledge or understanding, a deepening of values, or the capacity to reflect. Effective learning will lead to change, development and a desire to learn more." (Campaign for Learning, 2) This definition of learning suggests the importance of work-experience in the process of learning which can result in an increase in skills, knowledge or understanding, a deepening of values, or the capacity to reflect. Significantly, work-based learning, which is central and most important aspect of learning to impact on performance at work, reflects the concept of work-experience in the process of learning and it is a practical approach to learning and experience. With the emphasis on high standards in the learning process of higher education, the question is now open about what approach educators may employ in order to achieve those standards. Even in the high school levels of learning, educational reforms to help the student development emphasise the incorporation of work-based learning which integrates experiences outside of the school with classroom learning. "Over the last 15 years, some education reformers have argued that integrating experiences outside of the school with classroom learning is an effective approach to engaging students in their studies and helping to prepare them for education and work after high school. Often these experiences involve work in private-and public-sector organizations. Reformers make a variety of claims about the educational benefits of this type of work-based learning, and in many cases these have struck a responsive chord." (Bailey, et al, 2) The idea of work-based learning has been a significant contributor to the reformation of higher learning curriculum and it is an important tool and field of learning which drives the higher education curriculum forward. The role of work-based learning in the higher education sector, especially in relation to the learning in health care sector, has been often emphasised which ensures personal and professional development of students. "Work-based learning," according to Brennan and Little, "has increasingly become an area of interest for the higher education (HE) sector. It is seen as means by which to support the personal and professional development of students who are already in work and the focus of the learning and development tends to be on the student's workplace activities." (Brennan and Little) Therefore, work-based learning has become one of the most essential tools for the reformation of higher learning curriculum in the contemporary context of globalisation and it is a method of learning which is responsive to needs of the individuals as well as the society. Work-based learning: driving the higher education curriculum forwards In a profound understanding of the idea of work-based learning, it becomes lucid that it is process of learning which not only takes place at work but through work and for work. One of the most essential goals of learning is performance which helps the individual in climbing from an unskilled present to a proficient future and the learner in the contemporary world seeks to be more effective, to be able to act and produce the desired result through the process of learning. Therefore, work-based learning helps the learners in the achievement of their career interests and it is a process of learning which differs from the traditional training as it involves conscious reflection on the actual experience. There are several aspects of human activity which can be effectively affected by such a process of learning and every experience in this process contributes to the development of the individual as well as the society. Therefore, it is essential to comprehend that "work-based learning operates across many dimensions simultaneously - the team, the organization, the individual, the cognitive, the emotional, the social, and the project This kind of learning also entails risk for the learner. The process of work-based learning commences with trying, but then permits and perhaps even benefits from failing." (Elliott, x) Therefore, the utility of work-based learning in the various sectors of higher education is indubitable and its relevance in the University education and other modes of higher education may be perceived in the background of globalisation and the post-industrial society where knowledge perceived as a product. "Work based learning is learning that not only takes place at work but through work and for work... A consistent theme in the discourse of work-based learning and the University is the developing analysis of the significance of globalisation and commodification of knowledge in a post-industrial society." (Garnett) These developments in education raise vital challenges for higher education and it is important to rely on critical thinking which leads to critical action and critical self-reflection through the process of work-based learning. All these developments and challenges in education make scholars and educationists assert that there should be a significant repositioning of the University and the higher education to meet the needs of the age of "super-complexity." (Barnett) Responding to the challenges of the knowledge driven economy, a largely government programme in the UK has given central focus on higher education as the producer of graduates with key skills needed for employment which has led to a constant focus on student autonomy and capability. "Work based learning can be viewed as one aspect of this development as it is essentially learner-centred but it has a range of additional dimensions when the student is a work based learner rather than a student engaged in work placement or some other form of work related learning." (Garnett) In a reflective analysis of the various explanations and discussions of work-based learning, one recognises that it is a theoretically sound approach to learning which ensures most effective method of learning to the individual. Significantly, the theory of work-based learning is highly practical and it is not antagonistic to theories. "Work-based learning is much more than the familiar experiential learning, which consists of adding a layer of simulated experience to conceptual knowledge. In work-based learning, theory may be acquired in concert with practice." (Raelin, 64) Work-based learning (WBL) has been a vital method of learning in nursing and other health related areas. Nursing in the community has witnessed a number of changes during the last decade and it has been affected by numerous policy drivers. The adoption of work-based learning in higher education is an important policy question which will influence the overall sector of learning in health care. Work-based learning is an important way of approaching the needs of practitioners in matching the requirements of a rapidly changing health service and developing nursing practice. Work-based learning approaches promote learning which is practice driven and the contemporary context of nursing demands such an approach to learning. Significantly, learning in the workplace makes a great contribution to the progress in practitioners' practice and the work-based learning has "a positive impact on practice development enabling nurses to recognise and value their own ability to lead change. Furthermore, work based learning has the potential to advance knowledge development, critical understanding, practical skills and professional attitude and values and so ensure fitness for practice and fitness for purpose. A work-based learning approach acknowledges that learning at work comes from a number of sources, the main focus being that knowledge and skills are made visible and can be assessed in academic terms." (Introduction and Guidelines Work Based Learning, 4) Therefore, work-based learning approach is a crucial learning method in nursing education and it should be considered as driving the higher education curriculum forward. Work-based learning (WBL) has been comprehended as an important tool and a field that drives the higher education curriculum forward and it has been responsive to needs of the individuals as well as the society. WBL has been found effective in helping the students meet their needs of new HE students in an effective way. Work-based learning is an important illustration of how education can bring about social change with a particular thematic emphasis on globalisation and it proves the richness of work as a source of learning. Significantly, "the imperatives of work mean that an understanding of learning issues is needed at all levels." (Boud and Garrick 2) It is important to note that the work-based learning offers the attraction of combining individual, organisational and societal interests in an upward spiral of enlightenment which can help individuals as well as societies. As all one learn from experience is not positive, it is significant and highly valuable to unlearn as well as learn. Therefore, the curriculum of higher education should help the learner in this process and several studies and conferences at the international level have suggested this significant need. Costley, Doncaster, Garnett, and Ferreira, at the first international Conference on Researching Work and Learning, argued that "educationalists need to rethink their premises and traditional constructions about learning and knowledge. if higher education is to play a role in recognising curricula emanating outside the university and reconciling it with the expertise that is unique to higher education" (Costley, et al., 59) Therefore, the significance of work-based learning in the reform process of higher education curriculum cannot be questioned and it is the best method to drive higher education curriculum forward. It is important to comprehend the distinctive features of University work based learning in order to realise the great relevance of the WBL in reforming the higher education curriculum. Thus, the concept of work-based learning was started as a paradigm shift in "Work-Based Learning, A New Higher Education" and the remarkable features of this method in higher education curriculum becomes evident in this work. (Boud and Solomon, 2001) In a reflective analysis of the distinctive features of University work-based learning, it becomes obvious that there are several advantages that support this system of higher learning. "A partnership between an external organisation and an educational institution specifically established to foster learning - this is seen as a relationship of satisfying need by the external organisation in return for revenue to the educational institution Learners are employees or have some contractual relationship with the external organisation, that negotiate learning plans approved by the educational institution and the organisation." (Garnett) The work-based learning programme derived from the needs of the workplace as well as of the learner and it is not controlled by the disciplinary curriculum. According to Boud and Solomon, the work-based learning projects which meet the needs of the learner as well as the organisation point to the importance of the WBL programme. In essence, work-based learning is a method of learning which accredits or extends the workplace skills and abilities of employees and there has been a significant demand for the improvement of higher education curriculum to incorporate all these benefits of work-based learning. In order to comprehend the relevance of work-based learning in the higher education curriculum, it is essential to realise the strategic context of higher education. There is an important demand for higher level skills in the contemporary context of the world where globalisation and knowledge-industry dominate the scene. Thus, it is obvious that work-based learning, in comparison to the other forms of learning, has been directly related to the needs of employers and the employment needs of those in work or seeking new work. Due to the identified skills deficiencies and low levels of qualifications in the workforce, out a number of policy responses have been implemented from an education and skills perspective which highlight the relevance of work-based learning. There is an important drive to improve skills and productivity in employment and the changing employment patterns have resulted in the demand for higher level skills. Similarly, due to knowledge creation and the deployment of new knowledge in the workplace, the workplace itself is now recognised as a site of learning and knowledge production. There is a need for further reforms in higher education and work-based learning helps this process. "Educational policy has for the past few years emphasised widening access and participation as part of a drive for lifelong learning at all levels. There has also been an increasingly strong work-related learning focus in the 14-19-year-old agenda characterised by the need to make local and regional employer skills needs a priority for further education. Engaging in workforce development is therefore seen as one means by which HE can work towards the 50% participation target and encourage non-traditional students to access higher education, while helping to address demand for higher level skills" (Nixon, et al, 12) Therefore, there have been several significant policy decision factors which suggest the relevance of work-based learning in higher education curriculum. From the point of view of the Health Sciences, work-based learning is an important tool in driving the higher education curriculum forward. At present, work-based learning in health tends to be at NVQ level and competence-based rather than at Higher Education level with the exception of foundation degrees. However, even in the foundation degrees, there is a drift towards 'work-related' foundation degrees, based in HEIs and there is limited scope for the original intention of work-based foundation degrees. "The priority in the health disciplines within HE is in practice-based education, i.e. where the student is based in an HEI and goes out to the workplace on practice placement. This would be in a supernumerary status. Much of the work-based HE involvement is in the post-registration, postgraduate sphere - professional doctorates and taught Masters Degrees." (Nixon, et al, 19) Therefore, it is most essential to improve the current situation of higher education system in Health Science by extending the employment of work-based learning. Work-based learning helps one in assuming complete responsibility of the learning and experience and it can be applied in various streams of Health Science. Thus, work-based learning is used by practitioners from all areas of Health and it is an outstanding opportunity to gain academic qualifications. Social workers, nurses, mental health workers, private health clinics, and NHS trusts etc make use of the benefits of WBL. "Work Based Learning (WBL) is suitable for all who are working and have knowledge and experience to bring forward to be recognised at any level from the Health related industry." (Work Based Learning) According to the Institute for Work Based Learning of Middlesex University, it has pioneered the development of work-based learning at higher education level and has been a nationally recognised Centre for Excellence since 2005. This is a model that can be followed in other universities and higher education curriculums. "Work Based Learning is a modern way of creating university level learning in the workplace. It provides a flexible learning experience that is delivered through work, in work." (Institute for Work Based Learning) Significantly, there is vital practicality and relevance to the adoption of work-based learning in the higher education curriculum of the Health Sciences. Therefore, work-based learning should be adopted at every level of higher education including Sub degree certificates, diplomas and Foundation Degrees, First Degrees such as BA, BSc, Post Graduate Certificate & Diploma such as PGCert, PGDip, Master Degrees like MA, MSc, and Research Degrees such as MProf and DProf. The contemporary atmosphere of nursing practice in countries like UK requires the creation of a learning culture which supports health practitioners in their practice and an integration of education, practice, research, information technology and continuing practice development etc is inevitable. The deployment of a work based learning approach can help in the achievement of such a practice environment and this will help in developing the capacity for community health nursing which acknowledges the role of practice and education. According to Chapman, work-based learning is a kind of learning which is flexible and relevant to practice and it helps the practitioner in relating new knowledge directly to the work environment and enables him to focus on the realities of practice within a theoretical and reflective framework. (Chapman) In a work-based learning approach, learning materials may be used from distance learning or web based resources. It can also make use of the formally presented study days and modules as learning material. "Work based learning focuses on the learning process rather than the teaching process and the practitioner takes responsibility for their own learning and must be willing to look at their practice with fresh eyes." (Introduction and Guidelines Work Based Learning, 5) In a work-based learning approach, various types of techniques may be used which include reflective diaries, journal keeping, debriefing questioning, action learning sets, project work, individual coaching and mentorship etc. (Spouse, 12-18) In a profound analysis of the work-based learning in nursing sector, it becomes palpable that the practitioners are highly benefited from this method and a range of work-based learning opportunities can be seen as suitable for healthcare assistants, healthcare support workers and assistant practitioners. There are stimulating advantages of adopting a work-based learning approach in higher education curriculum as this method ensures opportunities for innovation and imagination, along with a sound evidence base. "Student choice and flexibility combined with a rigorous learning experience are the guiding principles. The process of learning focuses on 'real life' work-related issues that make a difference to clients and service provision. This is achieved through partnership and negotiation between the student, their employer and the university and acts as the medium for the valuing and changing of practice." (Neville) According to some interesting studies, the work-based learning approach is not a phenomenon in education as it is based on the theories of John Dewey which had long emphasised on the unique integration of life and learning. Swail and Kampits asserts that the best way to achieve "the finest product of schooling" was "to integrate the working world with the education curriculum" (Swail, and Kampits, 1) Significantly, there is tremendous value for the work-based learning as it facilitates the clinical competence of nursing students and maintain nurses once they have entered the profession. "Work-based learning values learning, which takes place outside of an educational institution, integrates practice with theory, encourages reflection, and contributes to the development of professional knowledge." (Morgan-Eason) In short, the significance of work-based learning in the practice and learning of nursing cannot be ignored and it is valued as an approach which helps the student as well as the society. Conclusion Work-based learning (WBL) is an approach to learning which can be comprehended as a tool as well as a field which drives the higher education curriculum forward. It is an important method of learning which is responsive to needs of the individuals engaged in the learning process as well as the society. In the contemporary world situation which is noted for the overemphasis of globalisation, the work-based learning illustrates how education can bring about social change. The methods of education in every field, particularly in the field of health science, need to meet the increasing demands of the period where globalisation as well as knowledge industry has changed the face of knowledge and learning. Mantzorou, ultimately, points to the relevance of work-based learning as a method of learning in the nursing and related healthcare sector when he made the following proclamation. "In a constantly changing situation, where reliance on static knowledge does not make sense anymore, it is important to help students to develop autonomous ways of learning, which will be of vital value through their career." (Mantzorou, 1) Therefore, work-based learning can best be regarded as a tool as well as a field that drives the higher education curriculum forward. The importance of reforming the higher education curriculum is often emphasised and integrating the work-based learning method can be seen as the best way to reform this curriculum, especially in relation to the learning of nursing and similar healthcare practices. In conclusion, work-based learning is an effective way to meet the demands of the curriculum reform in higher education, social change, etc as well as to answer the challenges raised in learning and education by the dominant practice of globalisation in the contemporary world. Works Cited Bailey, Thomas R. et al. Working Knowledge: Work-Based Learning and Education Reform. New York: RoutledgeFalmer. 2004. P 2. Barnett, R. Realizing the University in an age of supercomplexity. Buckingham: SRHE and OU Press. 2000. Boud, D. and J. Garrick. Understanding Learning at Work. New York: Routledge. 1999. P 2. Boud, D. and N Solomon. (Ed). Work-Based Learning: A New Higher Education. Buckingham: SRHE and OU Press. 2001. Brennan, J. and B. Little. "Towards a Strategy for Workplace Learning: Report of a study to assist HEFCE in the development of a strategy for workplace learning." London: Centre for Higher Education Research & Information. 2006. Campaign for Learning. "An introduction to Our Work." The Learner. (The Annual Report of the Campaign. 2002. P 2. Chapman, L. "Practice development: advancing practice though work based learning." Work Based Learning in Primary Care. Vol. 2. 2004 90-96. Costley, C. et al. Work Based Knowledge: Creation, Recognition and Use - a paradigm shift for Higher Education. Researching Work and Learning Conference: University of Leeds. 1999. Pp 53-60. Elliott, T. J. "Foreword." Work-Based Learning: Bridging Knowledge and Action in the Workplace. Joseph A. Raelin. John Wiley and Sons. 2008. P x. Garnett, Jonathan. "Work Based Learning in Higher Education." 17 June, 2009. . Gray, David et al. Learning through the workplace: a guide to work-based learning. Nelson Thornes. 2004. P 5. "Institute for Work Based Learning." Case Study. Health Service Procurement Review. Middlesex University. 17 June, 2009. . "Introduction and Guidelines Work Based Learning." NHS: Education for Scotland. 2008. . Mantzorou, M. "Preceptorship in Nursing Education: Is It a Viable Alternative Method for Clinical Teaching" ICUS and Nursing Web Journal. Vol. 19. 2004. P 1-10. 17 June, 2009. . Morgan-Eason, Andrea. Work-Based Learning in Nursing Education: The Value of Preceptorships. In Transit. 17 June, 2009. . Neville, Lilian. Work-Based Learning: A Different Approach. British Journal of Healthcare Assistants, Vol. 2. Iss. 1. 2008. P 34 - 36. Inter-nurse.com. 17 June, 2009. . Nixon, Iain. et al. "Work-based learning: Illuminating the higher education landscape: Final report." The Higher Education Academy. 2006. P 12. 17 June, 2009. . Raelin, Joseph A. Work-Based Learning: Bridging Knowledge and Action in the Workplace. John Wiley and Sons. 2008. P 64. Spouse J (2001) "Work-based learning in health care environments Nurse." Education in Practice. Vol. 1. P 12-18. Swail, Watson Scott, and Eva Kampits. Work-Based Learning and Higher Education: A Research Perspective. Washington: Educational Policy Institute. 2004. 17 June, 2009. . Work Based Learning." Middlesex University. 17 June, 2009. . Read More