Essay on "Working and Learning"

Essay 8 pages (2558 words) Sources: 5

[EXCERPT] . . . .

Human Resources

Working and Learning

Schools today are not focused on economic needs. They should do more to prepare students for work, particularly for jobs in the trades.

How people live, work, play and learn has been dramatically altered by technology over the past 20 years. There appears to be a need for diverse skills today than there was in the 20th century, and educational institutions have a critical role to play in developing these skills. Generally primary and secondary schools have not kept pace with the changing skill sets that students need in order to succeed. Actually there's nothing in place right now in order to determine whether our schools are doing well at teaching the needed skills. Governments as well as schools need to know what works and what doesn't and put plans into place to aid students in success (Assessment & Teaching of 21st Century Skills, 2010).

Work-based learning is a part of a learning program that focuses on the application of theory in a genuine, work-based context. It consists of specific competences that have been identified for the attainment of a qualification. This is connected to the development of skills that will make the student employable and will help in developing their personal skills. Employer and professional groups are responsible for the assessment of experiential learning, along with academic staff (Work-based learning, n.d.).

Work-Based Learning gives students the occasion to gain knowledge of a variety of skills by going beyond the walls of classroom learning. By closing the gap between theory and practice, Work-Based Learning produces meaning for students. Work-Based Learning allows students to have the opening to see how classroom instruction fits into the world of work and highlights future career opportunities. Benefits of WBL include:

Dynamic contribution of educators, employees, labor, students, parents, and appropriate agency and community representatives.

Expansion of workplace skills.

Growth of learning skills.

Enticement to stay in school.

Expansion of student grades.

Progression in student employability.

Enhance knowledge of nontraditional career opportunities.

Assist students to identify career pathways (Work-Based Learning Program, 2010).

Work-based learning activities move the classroom into the workplace, connecting obtained knowledge and skills to a student's future employment. Students who partake in work-based learning that is connected to their school programs often show improved academic achievement, realize the relevance of their education and apply acquired knowledge in a meaningful way. This allows them the opportunity to explore career options, increase self-confidence, acquire real workplace experience and employability skills, connect with an adult role model and be more likely to go on to some type of educational training after high school. Work-based learning is made up of a broad range of activities that are conducted as an extended learning experience. Components often include: guest speakers, structured field trips, school-based enterprises, job shadows and worksite learning (Applying education and skills to real employment opportunities, n.d.).

Work-based learning is used as a process for learning and is playing a growing role in professional development and lifelong learning. Work-Based Learning is an approach which centers upon the realistic utility of learning and is therefore is directly relevant to learners and their work environment. A WBL approach to learning recognizes that learning can take place in a variety of situations and settings, and is not limited to that developed through the classroom. All WBL programs make use of a range of tools to aid and enhance learning. These tools include lecture sessions, workshops, and tutorials, along with learning sets, and online guided learning activities. This mingled learning approach enables WBL programs to be customized to student needs and preferences, while still operating within an academic framework. WBL is a sensible and successful way of creating University-level learning that is directly related to the workplace (Fink, Rokkjaer and Schrey, 2007).

There is a need for an association to be made between work experiences, appropriate work behavior, and student learning. Work-based learning gives people significant hands-on learning experience by linking classroom learning with workplace experience. This kind of learning often helps people to make better career decisions, select more suitable courses of study, and develop job skills that are appropriate to future employment. During combined work and study experiences, students can improve their academic knowledge, strengthen their work skills, and increase their understanding of how the workplace functions, while achieving both personal development and professional training. Work-based learning incidents can have a positive impact on school achievement as well as overall outcomes. Students who take part in work-based learning often demonstrate an increase in coursework completion as well as an increase in attendance and graduation rates. Work-based learning during secondary school also leads to higher rates of adult employment success for all categories of disability (Gramlich, Crane, Peterson and Stenhjem, 2003).

It has been shown that work-based learning experiences often help students build crucial soft skills. Many employers report that they are looking for employees who are ready and eager to learn, that show respect, and take their job obligations seriously. While jobs in today's economy necessitate that employees be able to solve problems, use technology, and be capable in reading, writing, math, and speaking skills, it is the soft skills that appear to make the difference in whether or not an employer hires and keeps someone in a job. In particular, employers want employees who have positive social skills that include a strong work ethic, self-discipline, self-respect, a friendly demeanor, and dependability. Employers expect and insist professionalism from all of their employees. Students have to be responsible for their behavior and performance on the job. Young people have a duty to do their job, communicate their needs, and follow through on any commitments that they make, while following directions, and learning as much as they can about their work environment. Students often put together work-based learning goals in order to work towards proficiency in many of these soft skills. This might include mentoring from an employee at the worksite, individual guidance from teachers and adult mentors, role-playing, and group problem-solving meetings with other students (Gramlich, Crane, Peterson and Stenhjem, 2003).

Work-based learning opportunities often produce very successful employment outcomes. Real-world work experiences often help people to develop work skills and an understanding of the workplace as a whole. Diverse and multiple exposures to the work world can help to influence a person's future work goals and habits. Work-based learning experiences should be part of a person's training that allows them to achieve their desired goals. Work-based learning experiences add to successful evolution and ultimately result in success in adult employment. All of these things eventually lead to successful employees that contribute to the economic well being of society as a whole (Gramlich, Crane, Peterson and Stenhjem, 2003).

2. Why universities should take account of prior learning and what issues they need to be aware of when introducing a PLAR scheme.

There seems to be a gap between what people say is important in education and learning today and between what is formally thought to be important. Informal education is usually not accepted by corporations and education institutions, even though it makes up as much as 80% of what people learn in order to do their work. Work environments no longer allow for there to be a separation of learning from work. Learning is a crucial skill that is needed in order to stay competent in the workplace today (Assessment & Teaching of 21st Century Skills, 2010).

The lines that link work and learning are very unclear. It is not sure if these two things can any longer be seen as separate activities, but as activities with vital connections that feed into and direct each other. The problem is the gap between what is expected in work environments and what is actually happening in the education setting. There is however a promising development that appears to be addressing this concern. This idea is known as Prior Learning Assessment and Recognition (PLAR). PLAR is often defined at: "the process of identifying, assessing and recognizing skills, knowledge, or competencies that have been acquired through work experience, unrecognized training, independent study, volunteer activities, and hobbies. PLA may be applied toward academic credit, toward requirement of a training program, or for occupational certification" (Assessment & Teaching of 21st Century Skills, 2010).

PLAR provides a means of evaluating informal learning and designing elearning that can be used to fill any gaps that are identified. A potential applicant for PLAR should weigh their knowledge against course descriptions and learning outcomes in order to determine whether or not to take the course. If the instructor of the course is willing to become involved in the PLAR process, the student should meet with them in order to discuss how to proceed. Methods of testing prior learning may include: written/oral exams, projects, assignments, interviews, skill demonstration, or portfolio review. Some methods may be more suitable to a particular course than others (Prior Learning Assessment and Recognition, n.d).

There have been some issues that have been identified with implanting a PLAR scheme. Some institutions… READ MORE

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