At the 10th Hanseatic Conference 2015 in Hamburg, representatives from business organisations, academic institutions and policy makers from all countries around the Baltic Sea exchanged their experiences. This book contains the presented papers and a summary of the participants’ discussion. Vocational training has dramatically lost its appeal. More and more young people rather opt for study programmes at the university, and refuse to learn practical skills in vocational education. However, the qualifications of the high number of academics do not match the demand of SMEs for skilled workers and entrepreneurs, as their knowledge is mostly theoretical. At the same, due to demographic changes, the number of school leavers in the Baltic Sea Region is declining. Both developments have led to a dramatic shortage of skilled workers and entrepreneurs which is severely limiting growth and innovativeness of SMEs. In order to overcome this crisis, dual vocational training and dual degree study programmes have to be promoted substantially. In dual vocational training enterprises can actively influence and improve the quality of the education their apprentices receive; and in dual degree study programmes students can test and apply their theoretical knowledge, which they acquire at the university, simultaneously in the enterprises. The contributors of this book describe how this reform of education policy can be implemented in practice.
The training mainly emphasises work-based learning and integration of practical
and theoretical instruction. Approximately 70–80 per cent of the time used for learning takes place in the training workplace. The student works and learns in
the working environment, where the student's training is entrusted to the
responsible workplace instructor(s). Theoretical education is mainly provided by
a vocational institution. (EURYPEDIA 2015) The employer pays the apprentice's
wages ...
in Higher Education - ASET CONTENTS Page Summary Contents 3 1 Terms of
Reference 4 1.1 Background 1.2 Scope 1.3 Purpose and desired outcomes 1.4
Target Readership 2 Introduction 5 3 Good Practice – the HEI 6 3.1 Before Work-
Based Learning 3.2 During Work-Based Learning 3.3 After Work-Based Learning
4 Good Practice – the Student 8 4.1 Before Work-Based Learning 4.2 During
Work-Based Learning 4.3 After Work-Based Learning 5 Good Practice – the
Employer ...
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.
Preface Work-based learning, where professional work experience is closely
integrated with professional studies, now forms an important part of many
courses in tertiary institutions. How such learning should be designed,
implemented, and monitored to achieve quality learning outcomes is the subject
of much debate. This book offers a work-based learning model designed to
enhance the experience through facilitated mentoring and reflective learning.
The work-based learning ...
This book is a radical approach to the notion of higher education. Students undertake study for a degree or diploma primarily in their workplace and their learning opportunities are not contrived for study purposes but arise from normal work. Work-based Learning is the first comprehensive book on this major innovation.
Skills Development in Higher Education and Employment John Biggs: Teaching
for Quality Learning at University David Boud et al. (eds): Using Experience for Learning David Boud and Nicky Solomon (eds): Work-based Learning Tom
Bourner et al. (eds): New Directions in Professional Higher Education John
Brennan et al. (eds): What Kind of University? Anne Brockbank and Ian McGill:
Facilitating Reflective Learning in Higher Education Ann Brooks and Alison
Mackinnon (eds): ...
This book will help work-based students to successfully navigate academia. It is a hands-on guide for learners, helping them to get the most out of their university experience. Real-life case studies and useful activities are embedded throughout, illuminating the routes to university qualifications based on workplace activity.
what the Accreditation of Prior Learning (APL) is; how it works; how to use
certificated learning as part of an Adrian Evans, David Perrin, Ruth Helyer and
Elaine Hooker APL claim; howtoscopeoutyourstrengthsandexper- tise as 'areas
of learning'; how to make and submit an APL claim; what you can use as good
evidence to G Accreditation of Prior Learning: prove your APL claim. context and
background – the 'what' The Accreditation of Prior Learning (APL) process is
used widely ...
