Learning from work experience - 'to put up and shut up'
30-September-2004
permalink comments (2) forum (2) email thisOne issue that interests me is the extent to which individuals can learn from work experience, and what they might learn. Recently esect (Enhancing Student Employability Co-ordination Team) together with The Higher Education Academy produced a guide on 'Employability and work-based learning' which is downloadable from the LTSN Site.
In this publication the authors (Brenda Little and ESECT colleagues) explore the learning that a student can gain from work experience. They use the term 'work-based learning' to mean learning that is derived specifically from doing a job of work and taking on a workplace role.
I feel that work experience is potentially contentious, and would be interested to hear other perspectives on its value, and recommendations of any published research that looks into the area, perhaps with a more critical stance. For example, in relation to young people in schools I understand there is evidence that suggests it can actucally reinforce occupational stereotpying by gender, and is often viewed as a 'taster' for a particular occupational area rather than an opportunity for more expansive reflective learning. I remember asking a young person what they thought they'd gained from their mandatory 2 weeks in employment whilst in KS4 'to put up and shut up' was their insightful reply! Does this perspective resonate with anyone else?
2 Replies (comments)
1 Critique of thinking about work experience
Glad I can answer this one. Guile and Griffiths, drawing on their work on a major European project, analyse how students learn and develop through work experience in the article that is referenced below. They 'draw upon contemporary learning theory, recent developments in the adult education and
curriculum theory in developing a critique of current thinking and explore how far this
provides the basis for a new pedagogic model for supporting learning through work
experience. We discuss the concept of ‘context’ and the learning which occurs within and
between the different contexts of education and work and argue that most models of work
experience have either ignored the in uence of context upon learning or have approached this
issue mechanistically. New curriculum frameworks are needed to and to allow work in all
of its forms to be used as a basis for the development of knowledge, skills and identity. We
present a typology of work experience which identi es models of work experience, including
a model which embodies the concept of ‘connectivity’. We suggest that this may provide the
basis for a productive and useful relationship between formal and informal learning.'
For the full text, see: http://www.educationarena.com/educationarena/sample/sample_pdfs6/cjew14_1.pdf
2 Work experience
I agree with Lucy that work experience is potentially contentious. I believe that it is contentious - based on personal experience and anecdote - but confess to not having knowledge of a large body of systematic evidence. Certainly I know that youngsters report very varied accounts of the perceived benefits, and I know that practice varies form school to school and college to college in terms of how much teacher follow-up takes place. There must be systematic evidence out there - does anyone know?
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