LITERATURE REVIEW 2.1 Introduction
2.9 Examples of work-based learning programmes
In Canada a major school-to-work programme was undertaken in Nova Scotia
between 1995 and 1998. The aim of the study was to evaluate the effect a work-based learning programme had on students’ employability and skill improvements. The research indicated that the most significant element in the school programme was the workshop format that was introduced to get away from the classroom ethos and try to replicate the work environment as closely as possible. Students rated this method of training very highly. Although the study results were modest in terms of what had been hoped to achieve, it did signal some important themes. The programme transformed the high school experience for many of the students. It was something they looked forward to, compared to ‘normal’ school. They perceived the programme as relevant and interesting. It also made them think about the future and their careers. It exposed students to the world of work and its culture. Finally it brought schools
and industry together and made both parties reflect on the pathways to best prepare students for working life (Thiessen and Looker, 1998).
Researchers at the Manpower Demonstration Research Corporation looked at sixteen programmes in US schools and based on their field research identified key elements necessary to produce quality work-based learning. The elements start with the partnership goals between the school and work provider and the structure of the school-based and workplace programme. Student learning at the workplace should proceed according to a structured plan. The workplace can promote broad
transferable skills. School-based activities can help distil and make relevant the work experience. Assessment of the student performance is conducted at the workplace. The programme provides the correct preparation for the work site, and students receive appropriate support mentoring, and counselling during the programme. Proper orientation and training should be given to both school and work site staff (Goldberger, Kazis and O’Flanagan, 1994).
In New Zealand an extensive study into student transition to the workforce was conducted in 2002. A programme was created with an in-school component followed by a work placement in an occupation of the students’ choice. Teachers commented that the programme had assisted the transition in a variety of ways. Primarily it made students understand and realise the link and relevance of school and work.
Furthermore it introduced students to the culture of the workplace and made them think about their own career prospects. Students interviewed found the programme practical, relevant and fun. Above all it was motivating and they considered it would lead to finding an appropriate job (Boyd, McDowall and Cooper, 2002).
Another study found that work experience and on-the-job learning placements had produced positive outcomes. Student attendance and retention had improved; the students were more motivated, and the variety of experiences had given
A recent survey of vocational education and training in Denmark, Holland and New South Wales (HMI, 2004) revealed some important differences compared to England. Teachers of vocational courses in the three countries surveyed are required to have served time in industry and their knowledge is kept up to date with regular
placements. This means the teaching content is relevant to current commercial and industrial standards and that there is a continuous working relationship with
employers. Furthermore through these relationships with employers the content and evaluation of vocational courses is given standing and status as the employers have a major in-put to ensure the vocational provision meets the employers needs, and the needs of the economy.
In 2002, the Vocational LearningSupport Programme (VLSP) in the UK reported a unique vocational pilot training programme delivered through public and private partnership. A training programme was needed, that would transform hitherto under- achievers with scant experience of the workplace, into credible work-ready potential employees for renowned city names. The students would need both technical skills to handle entry-level IT work, and most importantly the soft skills that would be
necessary to be able to function in a corporate environment. Employers have reported good employability skills and motivation, and two participating companies have identified real vacancies for their students.
An evaluation of the programme showed a number of guiding principles. The pre-screening of student candidates for aptitude contributed to the high success rate and has led to a forecast of securing a job for all participants. The close co-operation and motivation by the employers made sure the curriculum was relevant and up to date. The project helped the college understand the skills and behaviour needed by students to make them ready and equipped for the job market. Moreover the learning from the study will help the college develop further programmes (DfES, 2002). A report on Scottish Further Education Colleges found that students on an electrical installation course were able to integrate knowledge and skills learned at college with
those learned in the workplace. The workplace experience served to develop and reinforce the college learned knowledge (HMIE, 2001).
In the USA, participation in the Lansing Area Manufacturing Partnership (LAMP) improved and enhanced the general employability skills of the students. The principal accomplishments were in job-related communication skills and technical
competencies (MacAllum, Taylor and Johnson, 1999).