Work-based learning: Importance to TAFE teachers and students

This article discusses the importance of work-based learning (WBL) in TAFE teaching and how it can support student learning. It explores the benefits of WBL to students, including the development of employability skills, and how it can help them connect classroom learning with real-world experiences. The article also discusses the cognitive learning theory and how it can inform the advancement of WBL approach.

Running head: WORK BASED LEARNING 1
Work-based learning
Name
Institution
\

WORK BASED LEARNING 2
Work-based learning
Work-based learning (WBL) is an approach or an instructive strategy which gives
learners a real-life working experience so that they can apply their understanding and academic
knowledge on the subject. WBL focusses on learning of the generic skills, competencies and
other related topics to develop competencies and employability skills (Morris, Blaney, and
Swanwick, 2010). WBL is vital to learners because it helps in advancing their competencies and
employability skills hence allowing them to make experienced and informed expertise in the
education field. WBL strategies enable the student to identify the current careers, explore career
opportunities, plan on career activities, and even strengthen their competencies including
employability skills and work attitudes. It is evident that WBL is useful to me as a technical and
further education (TAFE) teacher because it allows me to have current data about advancements
in employability areas related to my program.
WBL is very helpful in promoting labor productivity and developing workplace abilities.
But to achieve the full potential of WBL, it is crucial requires trainees and workers to engage in
the concept effectively and this helps in increasing productivity (Burke et al., 2009). As a TAFE
teacher, I need to understand the changing benefits and costs associated with WBL. I also to take
WBL as a very critical concept in my career so that I can achieve the best. In this paper, I will
provide more information on how I will use WBL as a TAFE teacher to increase my
understanding and knowledge on the career environment.
Importance of WBL to a TAFE teacher
To discover the significance of WBL in my career, I will have to do proper goal setting
and career exploration. It is vital for students to find all the goal requirements so that they can

WORK BASED LEARNING 3
start improving their image. By making and studying their resume that they will need in their
employment, students can plan their learning pathway and identify the required skills to get
employed (Chisholm et al., 2009). It is essential to reflect on personal experience regularly so
that students can acquire more of WBL. Setting the lessons is just a part of WBL, it because
some other logistics also require to be looked at so that it can become successful. Preparing
learners for this approach requires many things including career exploration (Schunk and
Zimmerman, (2012). As a TAFE teacher, it is essential to look at other things such as
professional behavior and dressing besides how students present themselves to demonstrate
respect and interest.
WBL can help me to smoothen my transition from work to school and even increase my
employability skills (Renganathan, Karim, and Su, 2012). WBL is therefore useful because it
reduces skill gaps and shortages, boosts innovation and entrepreneurship and can also act as an
essential tool which can foster social inclusion. Work-based learning can also help in reducing
training costs and recruitment costs because employees are already equipped with critical skills
(Cook et al., 2010). WBL is also essential to me as a TAFE teacher because it will help me to
have better preparation because I have an understanding of workplace expectations.
WBL is, therefore, learning which acquires its resolution from the employment context. It
addresses the interests and needs of different stakeholders in the job context including
employees, potential employees, government and employers (Cunningham and Dawes, 2016). It
is because it allows employers, organizations, and individuals to respond positively to the
changing economic and social activities. In my practice as a TAFE teacher, the concept can

WORK BASED LEARNING 4
improve my productivity and efficiency in the course of my employment. Then, WBL is vital in
my career because it will help me to meet my career and personal development needs.
According to researchers, most of the learning among workers takes place when
performing our daily activities. The duties performed by an individual have a significant
influence on workplace learning (Eraut, 2011). There are always learning cultures in all working
environments that affect the practices performed in that job. These cultures make learning and
adaptation easy but the culture can also make education possible or impossible. It is always
important to develop a good perception of learning so that employees can have a better
understanding of the job. But to expand their knowledge, the organization will have to change
some of its cultures so that employees can learn effectively. According to researchers, most
TAFE teachers have been able to different work environments due to work-based learning. WBL
is therefore useful to me as a TAFE teacher because it gives me a wide variety of benefits.
Why is WBL appropriate to my students?
Every student desires to improve himself or herself and learn more things. Scholars
believe that students want to learn more than what is in the textbooks. Students would like to
learn from experience so that they can discover and explore their real potential. They keep on
changing their learning styles so that they can find exciting and new techniques to enhance their
education. Work-based learning is a practice-based approach which can help in preparing
learners in their future employment opportunities and so that they can get success in their
professional careers (Harris, \Willis, Simons, and Collins, 2001). Generally, using WBL
approach in my teaching practice is aimed at helping students to put theories into practice with
actual experiences. WBL ranges from mentorship to simulation programs, and from job

WORK BASED LEARNING 5
shadowing to internships (Watanabe, 2010). Work-based learning is therefore to me in my
teaching practice because I can be able to learn more on how to apply theories in real-life.
Work-based learning is an approach which closes the breach between working and the
education world. The theory is essential in the learning process, but overemphasis on
assumptions can create difficulties when grounding their intangible knowledge things (Waters et
al., 2015). After students graduate, they will all be required to apply their knowledge and
overemphasis on theories will make it difficult for them to shift to the working world (Smith, and
Blake, 2009). Applying WBL in my teaching can open my students to numerous possibilities
regarding their career paths. In such a way, after the graduation, the students will be able to get
the best job opportunities and internships present in the market. Students who engage in WBL
also have a chance to cope with challenges which arise while working. Through such experience,
the student will also have an opportunity to build a good resume that will help him or her to get
the best available job.
Work-based learning is a program which therefore provides both academic and social
benefits to students (Helyer, 2015). According to research, most of the students who participate
in WBL enroll in college learning at a higher rate when compared to those who do not join in
WBL. WBL is very important to students in their education. For instance, WBL helps the student
to connect the real-world learning with classroom learning. Through work-based learning
students acquire the knowledge and skills needed in the real world so that they can advance in
their careers. The knowledge and skills gained in classrooms can be applied by the students to
solve real-world challenges. Every organization would like to employ workers who can be able
to solve problems in the organization using the knowledge acquired in school.

WORK BASED LEARNING 6
Incorporating work-based learning in my teaching also helps in ensuring that many
students will complete their apprenticeship (Moon, 2013). It is because WBL is linked to career
pathways and this allows students to learn more and view erudition as an exciting process (Lee,
McGuiggan, and Holland, 2010). Studies show that many students have dropped out of schools
because they are unable to link their professional careers to school learning. Many students think
that classroom learning is not essential in their lives because it only equips them with theoretical
knowledge which is difficult for them to apply in the real world. But by incorporating WBL
programs in my teaching, students will be able to see the connection between career pathways
and their school learning which may reduce the increasing rates of school drop-outs (Atkinson,
2016). A lot of research has been carried out to show the importance of WBL to students, and
most of it proves that most students would like to learn using this approach that using the
standard theoretical teaching model (McEwen et al., 2010). These studies show that students in
this program graduate at high rates, have a higher class attendance, and also complete their
courses at higher rates than those who do not use such a program.
WBL approach is also appropriate for learners because it gives them a sense of
ownership. In this approach, students get an opportunity to discover new opportunities in the
process of learning. Applying for this program in my knowledge allows my students to meet
professionals in their field and ask questions so that they can explore different career
opportunities (Lester and Costley, 2010). Students will, therefore, discover career skills and
interests by linking available opportunities and the industry professionals so that they can be able
to view all available options. In such a way, students can select courses by their career goals.

WORK BASED LEARNING 7
Lastly, the WBL approach is appropriate to learners because it helps in developing their
critical skills. All learners who plan to work in the industries should all have soft skills which
include conflict resolution, teamwork, communication skills, and innovative problem-solving
techniques. It is irrespective of whether the learner chooses his or her career just after completing
college or high school. Rogers-Chapman and Darling-Hammond (2013) explain that employers
would like to employ people who have effective social skills which include reliability and self-
respect. WBL will help students to develop skills which will help them to take new opportunities
in the market after they are done with learning. WBL is therefore very appropriate to my students
because it offers them a vast range of benefits in their learning lives.
How can WBL support student learning?
Learning at while learning is essential to all students because of its numerous benefits
discussed above. Integrating the approach in my context as a TAFE teacher can help in
supporting student learning as discussed below. It is important to note that WBL involves
performing real work activities with relevant outcomes to enhance developing or existing new
skills and knowledge. It also forms the foundation of professional learning and engages in the
use of practical erudition. As a TAFE teacher, I can say that WBL supports student learning by
building and acknowledging the skills and knowledge gained in practice. The concept also
supports student learning by combining professional development and formal education so that
learners can obtain a basis for career advancement.
Through WBL, students also get a chance to have flexibility and an opportunity to choose
from different types of study. Students also get a chance to establish their professional networks
because they are given a chance to connect with various industry professionals. I can also say

WORK BASED LEARNING 8
that WBL supports student learning by improving their generic skills which include problem-
solving skills, communication and time management valued by managers. Additionally, WBL
supports student learning by encouraging a reflective practice which is very important for
continuous professional development and effective professional methods. Reflective learning is
significant because it is a critical concept in assessment and education. Students can also
innovatively demonstrate what they have achieved after learning in different ways such as
leaning engagements and contracts. Work-based learning even allows students to recognize prior
learning portfolios, projects, reflexive diaries, critical incidence reports and learning journals.
Through WBL, learners get a chance to connect their skills and knowledge acquired
through learning which is very important in the outside world. Students get a chance to learn
more, and this supports their education because they will always have an urge to learn. As
discussed earlier, WBL comprises of different learning activities, and this allows students to
achieve their plans. Students who have knowledge of the knowledge on the essential
competencies and also have the necessary recommendations on the outside expectations will
even feel motivated. Work-based learning, therefore, supports students in the learning context by
developing employability skills in them so that companies do not have to use a lot of time and
money train ng them on how to take their new positions after school. Applying WBL as a teacher
in learning can help students in supporting student learning because they develop ways of
applying theoretical work learned in the schools in real life practices.
Learning theory
Learning theories explain how people acquire, recall and retain knowledge. These
principles are fundamental in selecting instructional techniques, strategies, and tools that enhance

WORK BASED LEARNING 9
learning. There are different theories which include cognitive, constructivist and behaviorist
which focus more on learning. In cognitive learning, human behavior depends on how they
behave after receiving data but not how they respond to stimuli (Evans, Guile, and Harris, 2010).
Human behavior changes but this only indicate what the student is thinking. The cognitive theory
describes the students head as a mirror which reflects on skills and knowledge. The approach is
applicable when the student seeks to process and understand what is received and then relate the
information to what he or she has stored in the memory and is aware.
According to this theory, learning takes place internally instead of the external
environment. For instance, change in behavior is something which cannot be observed because it
takes place inside the mind of the learner. The theory can be used to inform the advancement of
WBL approach because it focusses on attaining new insights. The theory suggests that learning
involves a change in understanding rather than behavior. Cognitive theory can help in solving
problems, linking concepts, creating a real world, and promoting discussions which are the key
aims of work-based learning. Cognitive theory suggests that students adopt the instructions given
by teachers and this enhances their knowledge.
Learners learn new things and adapt to changes, and this is what prepares them to face
the outside world without fear of unknown. Work-based learning approach can help in clarifying
the effectiveness and feasibility of adapting and assessing cognitive theories in the learning
process. The model of WBL has received a wide acceptant by employers, learners, employees,
and other people because of its numerous benefits (Howarth, 2011). But it does not mean people
will acquire the knowledge they would like to possess by just placing themselves in the real
world environment. It is essential to consider how the process of learning takes place in the

WORK BASED LEARNING 10
working environment and gain an understanding of how learning takes place. The study of
theoretical perspectives can help in understanding these concepts as applied in the learning
environment. In WBL, students learn new things on how to use the academic ideas and relate
them in the real world.
Cognitive theory can be used to develop WBL because as teachers we will avoid the
monitoring of behaviors to identify the change in a student. It is because sometimes we can
assume that a person has understood the information given in class after observing their behavior
but in a real sense, they have not changed (Kolb and Kolb, 2012). It is critical to assess whether
learners have understood how to apply the theoretical perspectives in real life. With cognitive
theory, we can be able to come up with new methods of acquiring skills to improve the existing
experience and assimilate into a new understanding.
Developing WBL
As discussed in this paper, WBL is an approach which is very beneficial to different
stakeholders including students and teachers. But the performance can be increased in the model
can be improved so that it can accommodate the changing needs. For instance, according to
WBL, raining contributes positively to the success of learning and running of organizations. But
most of these studies based on WBL focus on the costs associated with training and forgets about
the return rates. Some of the studies undertaken by researchers show that teaching improves the
productivity of an organization. However, some researchers have argued that practice leads to
negligence at some point. For instance, increasing the number of learned people in a company
would lead to an increase in the amount paid to each worker. These issues may arise due to lack
of proper understanding of the impact of training on workers.

WORK BASED LEARNING 11
In a school, the successful implementation will depend on the type of management
present. For instance, management that supports such an approach will allow students to learn
and gain more knowledge about the method. Supervisory or managerial personnel’s should
enhance effective team working so that WBL can be implemented correctly in an institution
(Gedik, Kiraz, and Ozden, 2013). The training of students is significant because they will be able
to take the new opportunities after they are done with schooling. But improving the approach
will help in enhancing the learning processes and also allow students to learn other strategies
other than work-based learning.
WBL cannot why employability in some approaches is better than in others, and
researchers need to explain more on the current evaluation and understanding of the concept as a
situated and an experimental learning experience. As teachers, we need to train students
according to their perspectives so that we can understand their employability enhancement.
Interlinking empirical and situated theories can do inferring recommendations for improving
work-based learning. WBL is very beneficial to organizations but improving on the stated areas
can help to improve its performance and employment of people.
Conclusion
In this paper I have given a clear definition of WBL, analyzed its importance and gave
recommendations on how to improve the concept. The paper therefore has a wide range of
information for anyone who would like to gain more understanding on work-based learning. It is
a very important learning approach but researchers should consider incorporating learning
theories such as cognitive theory to improve the concept. According to this paper, WBL is an
important concept to learners, teachers, government and even employers. Most teachers using the

WORK BASED LEARNING 12
theoretical perspective which students find boring to understand. Incorporating WBL can make
learning more lively and allows students to gain employability skills and this motivates them to
learn more because they see a future in their career paths. Everybody has a goal and achieving it
is such a success. But organizations which use WBL in their operations should consider making
more improvements so that they can increase their productivity.

WORK BASED LEARNING 13
References
Atkinson, G. (2016). Work-Based Learning and Work-Integrated Learning: Fostering
Engagement
with Employers. National Centre for Vocational Education Research (NCVER).
Bradley, P. J. (2009). Mapping professional development in TAFE (Doctoral dissertation,
Victoria University).
Burke, L., Marks‐Maran, D. J., Ooms, A., Webb, M., & Cooper, D. (2009). Towards a pedagogy
of work‐based learning: perceptions of work‐based learning in foundation
degrees. Journal of Vocational Education and Training, 61(1), 15-33.
Chisholm, C. U., Harris, M. S. G., Northwood, D. O., & Johrendt, J. L. (2009). The
characterisation of work‐based learning by consideration of the theories of experiential
learning. European Journal of Education, 44(3), 319-337.
Cook, D. A., Garside, S., Levinson, A. J., Dupras, D. M., & Montori, V. M. (2010). What do we
mean by web‐based learning? A systematic review of the variability of
interventions. Medical education, 44(8), 765-774.
Cunningham, I., & Dawes, G. (2016). The handbook of work based learning. Routledge.
Eraut, M. (2011). Informal learning in the workplace: evidence on the real value of work-based
learning (WBL). Development and Learning in Organizations: An International
Journal, 25(5), 8-12.
Evans, K., Guile, D., & Harris, J. (2010). Rethinking work-based learning: For education
professionals and professionals who educate. The SAGE handbook of workplace learning,
149-161.

WORK BASED LEARNING 14
Gedik, N., Kiraz, E., & Ozden, M. Y. (2013). Design of a blended learning environment:
Considerations and implementation issues. Australasian Journal of Educational
Technology, 29(1).
Harris, R., Willis, P., Simons, M., & Collins, E. (2001). The relative contributions of institutional
and workplace learning environments: an analysis of apprenticeship training. Journal of
vocational education and training, 53(2), 263-278.
Helyer, R. (2015). Learning through reflection: the critical role of reflection in work-based
learning (WBL). Journal of Work-Applied Management, 7(1), 15-27.
HOWARTH, M. (2011). Metaphor, embodied learning and WBL. In Work Based Learning
Futures V Conference. University of Derby.
Kolb, A. Y., & Kolb, D. A. (2012). Experiential learning theory. In Encyclopedia of the Sciences
of Learning (pp. 1215-1219). Springer, Boston, MA.
Lee, G., McGuiggan, R., & Holland, B. (2010). Balancing student learning and commercial
outcomes in the workplace. Higher Education Research & Development, 29(5), 561-574.
Lester, S., & Costley, C. (2010). Work‐based learning at higher education level: Value, practice
and critique. Studies in Higher Education, 35(5), 561-575.
McEwen, L. J., Mason O'Connor, K., Williams, C., & Higson, H. E. (2010). Integrating
employers in effective support for student work-based learning (WBL): an evidence base
to inform innovation policy and practice.

WORK BASED LEARNING 15
Moon, J. A. (2013). A handbook of reflective and experiential learning: Theory and practice.
Routledge.
Morris, C., Blaney, D., & Swanwick, T. (2010). Work-based learning. facilities, 25, 26.
Renganathan, S., Ambri Bin Abdul Karim, Z., & Su Li, C. (2012). Students’ perception of
industrial internship programme. Education+ Training, 54(2/3), 180-191.
Rogers-Chapman, M. F., & Darling-Hammond, L. (2013). Preparing 21st century citizens: The
role of work-based learning in linked learning. Stanford Center for Opportunity Policy in
Education. Retrieved from https://edpolicy. stanford.
ed/sites/default/files/publications/preparing-21st-century-citizens-role-work-
basedlearning-linked-learning. pdf.
Schunk, D. H., & Zimmerman, B. J. (Eds.). (2012). Motivation and self-regulated learning:
Theory, research, and applications. Routledge.
Smith, P. J., & Blake, D. (2009). The influence of learning environment on student conceptions
of learning. Journal of Vocational Education and Training, 61(3), 231-246.
Watanabe, S. (2010). Asymptotic equivalence of Bayes cross validation and widely applicable
information criterion in singular learning theory. Journal of Machine Learning
Research, 11(Dec), 3571-3594.
Waters, M., Simon, L., Simons, M., Davids, J., & Harreveld, B. (2015). A case for scholarly
activity in vocational education in Australia. Higher Education, Skills and Work-Based
Learning, 5(1), 14-31.

WORK BASED LEARNING 16

WORK BASED LEARNING 17