Work-based Learning Issues and Research FERA Conference - Workforce Development in Practice 14 May 2004 Devonshire Street, London W1 Maria Hughes Research Manager LSDA

What is work based learning? A continuum of learning activity: Awareness of world of work  pre-vocational work relatedness  general vocational knowledge and application  role contextualisation  sector specific knowledge and understanding  Job specific knowledge and skills  Includes formal and informal learning

What is work based learning? (2)  Takes place in many contexts and at all levels  Key to securing learning culture across British Industry  Lots of rhetoric, but still largely under developed  Lack of understanding of the cognitive process  Can relate to: - the development of individuals - the business success of employers - the country’s skills base

Features  Context - world of work and employability with varying degrees of specificity  Content reflects world of work  Thematic rather than subject based and tends to be cumulative  Emphasises application of theories  Is constantly changing as practice develops  Requires competence in oral communication, interpersonal skills, problem solving and personal effectiveness and techniques

Key features of delivery  Application of knowledge in work situations  Use of active learning techniques, role play,simulation and demonstration  Projects and assignments as learning and assessment tools, using vocational setting  Focus on the development of skills, knowledge and understanding  Work experience  Emphasis on process

Assessment and accreditation Assessment likely to be: -Based on outcomes - Criterion references -Cumulative or continuous Accreditation based on standards rooted in the stipulations of employer bodies, Craft Institutes, Professional Associations

Range of work based learning  Government funded programmes  Employer funded programmes e.g. –bespoke, provided by colleges or private trainers, for individuals or groups to upskill current workforce –day release or variations of this leading to qualifications at range of levels –in-house “sitting next to Nellie” –Corporate Universities –bought in from e.g. IPD

In the workplace…  WBL needs to accommodate a wide range of learning styles and methods  Potential to develop many different types of skills and knowledge  A central theme is the need for flexible and time efficient solutions  Space as well as time may be a limitation

Current LSDA Projects n Impact of increased flexibility in MA design and delivery n Employer engagement in MAs n Good practice in MA delivery n Effective entry to WBL n Quality improvement in WBL n Vocational routes to level 2

Issues from ‘Making the Grade’ (LSDA 2002)  Providers capacity to deliver effective learning at work requires investment, in terms of: -technical updating -pedagogical excellence -facilities and kit -infrastructure to support learning  AND timely and accurate assessment of training and development needs (Local, regional, sector)

Systemic Issues Impact of provision on learning:  Capacity to deliver the more rigorous Modern Apprenticeship programmes  Increased scrutiny of the CIF  Emphasis on a wider range of learning activities and more structured delivery of underpinning theory  Switch of emphasis from assessment of competence in role to the development of knowledge and skills in a work context Achievement in work based learning:  Achievement rates are modest – concern over aspirational rate

Issues (cont.) Key skills:  Almost universally seen by providers as a problem, and irrelevant by young people and their employers  The introduction of technical certificates seen as a further potential problem Range of provision:  Range of provision may not meet the needs of all actual and potential learners in WBL  Learners may be placed on inappropriate programmes, which they do not complete

Issues (cont.) Capacity building:  The WBL sector is under-qualified  Lack of sustained and sufficient development and training within the WBL sector  Funding and resourcing:  Providers commented on the reduction in real terms of the money available to support training, and on problems in securing completion within the standard length of stay

Improving the grade (LSDA 2003/4)- findings Improving quality:  Increase in grade 3s – decrease in grade 4s, but few grade 1s or 2s  Difference in grades awarded by size of provider diminishing  Sector differences apparent  Greater selection

Improving the grade – findings (2)  Real improvement or fewer poor providers?  Quality and credibility of ALI improved  Core funding still seen to be inadequate  Removal of NVQ only provision limiting participation  Size and complexity of provider seen to make little difference to performance  Acceptance of focus on teaching and learning

Informal learning in SMEs Previous LSDA research on workforce development in SMEs noted:  Much informal learning goes unnoted or is not considered ‘learning’  Wide range of knowledge developed incidentally in the workplace  Knowledge acquired in a range of ways  Context is important  Informal learning is an important source of development for people in SMEs

“Learning without Lessons” (LSDA 2004) Findings:  Value of prior experience  Previous learning supports new learning  Limitations of management training  Support is obtained from a range of sources  Expertise is often ‘bought in’  Niche markets need niche training  External demands are influential

Emerging implications (1)  Access to information  Importance of context  The skills and knowledge mix  Understanding the business environment  The danger of formalising an informal process

Emerging implications (2)  Variety of needs/expectations in terms of types of skills/knowledge and how these can be provided  Narrowing band of generic needs and broadening band of specific needs  Providers need to fine-tune provision to suit SMEs

Conclusions (1)  On the job learning includes a mix of different types of learning  The informal/formal division is difficult to define and unhelpful  Important to acknowledge informal learning as a contributor to performance in small firms

Conclusions (2)  Possible relationship between prior formal learning and capacity to learn  Implications for compulsory education phase  Learning facilitators need underpinning understanding to adapt learning methods or enable staff to use different methods

Conclusions (3)  More ‘specialist’ advisers are needed, to meet the range of circumstances and contexts requiring support  Advisers’ capacity to relate general principles to specific contexts needs to be developed  The receiver of support needs to be assisted to interpret generic principles

Recommendations (1)  The essential characteristics of small firms should be a key consideration when developing learning opportunities for them  Attention to supporting better informal learning is as important as exhortations to take- up formal training  Support for small firms should encompass the development of better informal/in-company learning

Recommendations (2)  Pedagogical and environmental issues characterising learning in the workplace need further clarification  Economic awareness, business acumen and the ability to learn independently should be a part of the curriculum to support the increasing numbers in SMEs in the workforce  A greater range of affordable and effective specialist support should be secured