Regulations on changes to federal labour standards for work-integrated learning.
In French. Canada. Règlement sur les normes relatives aux activités d’apprentissage intégré au travail
Regulations on changes to federal labour standards for work-integrated learning.
There are needs for didactical development and scientific research in vocational pedagogies in Thailand. To enhance quality of TVET and for further development of TVET-systems, it is necessary to continuously exchange knowledge between scientists and practitioners from different countries and to do research in TVET especially on Work-related Learning.
Discover how learning leaders leverage increased budget and influence, lead organizations in identifying, assessing, and closing skills gaps, think like marketers to increase learner engagement and tap into the potential of all learners from Gen Z to Boomer.
The purpose of this Guide is to provide a comprehensive resource for workplace learning developers and trainers. The guide is a companion to the 31 topic outlines and is designed to assist in the development of consistent workplace learning across Ontario.
En français. Canada/Ontario. Guide de perfectionnement et d’apprentissage en milieu de travail
This review provides an overview of the empirical research concerning guidance in the context of vocational education and training (VET). The study examines practices, providers and supporting and hindering factors related to guidance and learning at the workplace.
Industries in every state are struggling to find qualified applicants for jobs, while job seekers too often find they lack the skills needed to enter or move along a career pathway to a good job. Preparing a workforce that is poised to meet the needs of businesses and ultimately to make the state more economically competitive is a top priority for many governors. Therefore, many of them are exploring ways to scale—increase opportunities for—high-quality, demand-driven work based learning as a proven way to prepare their citizens for the modern workforce.
Most jobs today demand from employees the capacity to keep learning and developing new skills and expertise, even if they are not obviously linked to one’s current job. As academic reviews have pointed out, people’s employability – their ability to gain and maintain a desired job – no longer depends on what they already know, but on what they are likely to learn.
In OECD countries, ‘real world’ upper-secondary vocational education and training (VET) programs are used to engage less academically oriented youth in learning, while helping to prepare them for post-school work and/or further training. In general terms, VET programs with high employer involvement, such as apprenticeship schemes, are considered to be superior to classroom-based VET programs that are typically found in many English-speaking countries. In this study, we examine outcomes from a potential ‘third way’: classroom-based VET with a short-term structured workplace learning component. Using propensity score matching and PISA data linked to information from the Longitudinal Survey of Australian Youth, we find time in workplace learning is associated with higher school completion rates and better employment transitions.
Europe. Work-based learning in continuing vocational education and training: policies and practices in Europe
Work-based continuing vocational education and training (CVET) requires more attention and strategic action. Work-based learning (WBL) is a powerful way to support adult learning and human resource development in enterprises, but the potential it has to offer has not yet been fully exploited in Europe.
As work grows increasingly interdependent and collaborative, important implications for employee performance and development come to light. Against the backdrop of this new, more networked environment looms a big opportunity for learning functions. Namely, learning and development will be better able to harness the collaborative nature of work to drive business value.
But to create an environment that fosters learning that is both effective and directed toward organizational objectives, the function must first redefine how it approaches employee development.
Canada/British Columbia. An Analysis of a Foundational Learning Program in BC: the Foundations Workplace Skills Program (FWSP) at Douglas College
In this paper, we analyze the workings of a small-scale program involving foundational learning that is targeted at unemployed workers in Surrey, BC by exploiting information contained in the administrative data set that was compiled through its execution. Although this data set contains huge gaps and has a structure that is far from ideal, it contains some information regarding outcomes for the participants and outputs generated by the operations of the program. We investigate three outcomes for the participants of this program, namely i) a return to work, ii) a return to school, and iii) an improvement in the score obtained from a diagnostic test that gauges literacy and essential skills. We also make recommendations in regards to developing a data set that would be suitable for designing and carrying out an evaluation of labour market interventions such as the one covered in this paper.
This article aims at investigating the main elements of the process of organizational learning and identifies its main characteristics resulting in creation of a learning environment as strategic competitive advantage for organizations. It focuses on how organizations learn and leverage from the benefit of organization learning and also highlights areas of learning interventions which will help organizations to maximize the benefits of learning.
There is an increasing focus on the student as the nexus of integrating classroom and workplace learning. In the university context students are learners and in the workplace context students are pre-accredited professionals and in both contexts they can be facilitators of peer learning. Student participation in professional roles through workplace learning experiences are opportunities for transformative learning that shape professional identity formation and a sense of professionalism. Drawing on a higher education literature review of professional identity formation and a case study that explored how professionalism was understood, talked about and experienced by lecturers and students, this paper explores the role of work-integrated learning and its place in the curriculum to enhance professional identity development and professionalism.
Women and people of color are particularly underrepresented in the science, technology, engineering, and mathematic (STEM) disciplines. This mixed methods study surveyed engineers to examine the current culture climate for diversity in engineering worksites, and how gender, race, and age intersect and affect engineers‘ perceptions of organizational inclusiveness and the learning environment surrounding diversity.
Canada. Probing the Icebergs of Workplace Learning: Findings of the 1998, 2004 and 2010 Surveys of Work and Lifelong Learning
This paper draws on the findings of recent national surveys of paid and unpaid work as well as formal and informal learning to assess the extent of correspondence between work and learning activities in Canada. The main conclusion is that workers’ learning efforts increasingly exceed the requirements of their paid jobs. We live in a knowledge-rich society but with relatively diminishing opportunities to apply this knowledge in our jobs.
Valuing and validating embodied learning in the workplace makes space for individual learning and transformation and can increase organisational capacity for innovation, learning and change. Creative play and improvisation can facilitate learning, collaboration and creative problem solving. This article uses case studies to demonstrate embodied learning in action.
Directory of Learning & Performance Tools. Over 2,000 tools for learning and working in education and the workplace.
This paper examines how the knowledge culture of computer engineering – that is, the ways in which knowledge is produced, distributed, accumulated and collectively approached within this profession – serve to construct work-based learning in specific ways. The paper reveals how these features involve engineers in multiple and coexisting dynamics of objectual practice that provide and constitute opportunities for learning.
This article explores and illuminates the meaning of nurses’ experiences with their work as a learning environment. Three core themes emerged from these informants’ descriptions of their work as a learning environment: ‘participation in the work community’, ‘to engage in interpersonal relations’ and ‘accessing important knowledge resources’.
The Netherlands. Aspects of Competence-Based Education as Footholds to Improve the Connectivity Between Learning in School and in the Workplace
Recent developments in competence-based education have motivated institutions of vocational education and training (VET) to improve the links or connectivity between learning in school and learning in the workplace, which has been a problem for decades. In previous research, a theoretical framework describing the underlying aspects of competence-based education was developed. In this study, three aspects of this framework were used to analyse connectivity between learning in school and learning in the workplace.
Belgium/Flanders. Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education
Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the work related learning behaviour of workers.
Using a Personal Development Plan for Different Purposes: Its Influence on Undertaking Learning Activities and Job Performance
The results of this study suggest that if an organization wants their employees to learn by undertaking learning activities and in turn perform better, the tool should in the first place be introduced and used as a learning and development tool.
Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education.
Europe and Germany. Forms of workplace-based learning and learning-place diversity in employer-provided vocational training
Enterprises influence adult learning in many ways. They are not only learning places and training providers, they also finance training. Learning takes place randomly or purposefully in the course of the work process. Larger enterprises in particular offer their own internal courses or finance their employees’ participation in training measures offered by external training providers. Based on the European survey of continuing vocational training in enterprises, CVTS, this paper examines which forms of learning predominate in employer-provided vocational training in Germany and in Europe and whether the training offered in Germany has become more diversified in the majority of enterprises in recent years.
Companies are spending millions to deploy training solutions. Once that is done, all trainings are migrated to it and new trainings added. One would imagine that having this huge library of trainings is enough to take care of any employee’s training needs in order to improve their performance on the job. But wait. Despite the best of intentions, the results are almost invariably a bit disappointing.
Part 1 – http://blog.commlabindia.com/elearning/why-traditional-training-inadequate
Part 2 – http://blog.commlabindia.com/elearning/what-traditional-training-lacks