CVA – ACFP

Articles Tags Strategy – workplace training

Canada/Ontario. A Practical Guide for Work-integrated Learning: Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered through Colleges and Universities

This guide focuses on structured work-integrated learning experiences such as internships, placements, co-ops, field experiences, professional practice and clinical practicums. The comprehensive guide is divided into seven chapters with an introduction to experiential learning theory, followed by background information and suggestions on improving the quality of work-integrated learning programs, program evaluation and recommendations for broader curricular integration developing meaningful partnerships with industry, government and community organizations.
http://www.heqco.ca/SiteCollectionDocuments/HEQCO_WIL_Guide_ENG_ACC.pdf 
In French. Canada/Ontario. Guide pratique sur l’apprentissage intégré au travail : Pratiques efficaces pour améliorer la qualité éducative des expériences de travail structurées offertes par les collèges et universités
http://www.heqco.ca/SiteCollectionDocuments/HEQCO_WIL_Guide_FRN_ACC.pdf

Denmark. Academic Vocational Training: Bridging the gap Between Educational Space and Work Space

Danish society puts a high value on education which is traditionally seen as a crucial vehicle for development in all spheres of social and economic life. Large sums are spent on work‑related adult learning, an important example being academically based masters programs. Yet, the actual effects of such educational investment in terms of improved workplace efficiency remain obscure both with respect to the organization and the individual. The article presents, and illustrates with examples, a framework for designing educational programs which can help make academic teaching relevant to production‑oriented life in organizations.
http://www.ejkm.com/volume9/issue2/p168

Embedding literacy and essential skills in workplace learning: Breaking the solitudes

Since there is little research on embedding in workplace basic education, this paper tries to offer a useful way of thinking about the concept of embedded workplace Literacy and Essential Skills (LES) in general. It is structured around the idea that we can distinguish a range of “model” approaches to embedded workplace LES in practice, and that these models can help us understand both the challenges and potential benefits of each.
http://www.centreforliteracy.qc.ca/sites/default/files/Embed_LES_J_Derrick.pdf

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