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A comprehensive model of work-based learning is illustrated combining explicit and tacit forms of knowing and theory and practice modes of learning at both individual and collective levels. The model is designed to bring together epistemic contributions which are typically studied in isolation. The learning types produced from the model represent processes the intersection of which can contribute to the development of a comprehensive theory for integrating learning and work. At the individual level, work-based learning might start with conceptualization which provides practitioners with a means to challenge the assumptions underlying their practice. In experimentation, they engage their conceptual knowledge in such a way that it becomes contextualized or grounded. However, within the world of practice, in applying theoretical criteria or advanced analytical techniques, one confronts technical, cultural, moral, and personal idiosyncrasies which defy categorization. Hence, experience is required to reinforce the tacit knowledge acquired in experimentation. In fact, learning acquired through experience, often referred to as implicit learning, is the foundation for tacit knowledge and can be used to solve problems as well as make reasonable decisions about novel situations. Nevertheless, reflection is required to bring the inherent tacit knowledge of experience to the surface. It thus contributes to the reconstruction of meaning. At the collective level, conceptualization again makes a contribution in informing spontaneous inquiry but is now embedded within the more formal methods of applied science. Scientists seek to describe and explain social reality through the manipulation of theoretical propositions using the rules of hypothetico-deductive logic. The theories of applied science are often not helpful to practitioners, however, unless they are incorporated into practice. This is the purview of action learning wherein real-time experience, especially problems occurring within one's own work setting, constitutes the primary subject matter. As practitioners come together by being involved with one another in action, they may become a community of practice wherein they learn to construct shared understanding amidst confusing and conflicting data. Hence, community of practice returns knowledge back into its context such that groups learn to observe and experiment with their own collective tacit processes in action. Action science is called upon to bring the individuals' and group's mental models, often untested and unexamined, into consciousness. It is a form of "reflection-in-action" which attempts to discover how what one did contributed to an unexpected or expected outcome, taking into account the interplay between theory and practice. Applications of the model can spur conceptual and practical developments that might lead to a comprehensive theory of work-based learning. The discussion takes up such issues as transition links between learning types, their segmentation by function or process, and implications for epistemology. A sample program, incorporating many of the learning types in the model, is demonstrated. The paper argues that all eight types of learning need to be brought into consideration if learners are to achieve proficiency and become critical while learning at work.

Higher education is currently undergoing rapid, unprecedented, and accelerating change. Employers and individuals are demanding an increase in the diversity of curricular choice and mix, reflecting increasingly rapid changes in the workplace and in society generally. Much of the rate of change has been driven by exponential advances in information and communications technology over recent decades. Until recent years, the emphasis in state-funded third-level education was almost entirely towards "foremployment" rather than "in-employment" education and training. In-employment training has, for the most part, been largely disconnected from the formal education qualifications system. The newer emphasis on upskilling of persons already in the labour force poses new and significant challenges. This is particularly true for those at the lower skills level who find it difficult to access education and training opportunities. Learning for Life (2000), Ireland's first White Paper on Adult Education, confirmed that skill shortages continue to threaten Ireland's economic prospects, a view endorsed by all stakeholders, who also agreed on the priority status of the skill shortage issue. The White Paper, however, reported that "there is less agreement as to how workplace education should be organised and financed" (Department of Education and Science, 2000: 76). Since the publication of the White Paper, educators, employers, and politicians have given increased attention to the concept of learning as a lifelong activity. Within the context of lifelong learning, learning required by the workplace and which takes place at work and through work has a predominant role in determining the content and direction of learning. As work environments increasingly move to knowledge-based environments, with their increasingly dynamic and changing contexts, ongoing upskilling of employees is required. Work-based training and education is ideally suited to serve this need. Rapidly changing contexts now require training and education curricula that are fluid, dynamic, and continually responsive to volatile workplace environments and to societal change. Third-level institutions need to continually engage with the crucible of changing work environments, where newly created contexts continually demand educators to respond quickly to new and everchanging circumstances.

With work-based learning (WBL) forming an increasingly prevalent dimension of modern higher education practice, conceptual models of the pedagogies underpinning WBL are increasingly emerging. There is broadening recognition of the need to capture and represent the values and presuppositions underlying WBL in order to support facilitators and learners engaged in WBL for the first time. Accordingly, the current study proposes a new characterisation of WB higher education which can helpfully inform the design and delivery of WBL curricula, schemes of work and teaching and learning strategies. Informed by the authors' extensive facilitation of WBL programmes for such diverse fields of professional practice as dance teaching, event management, security and the military, the model represents WBL as a triadic learning endeavour in which student, work-based facilitator and university tutor are engaged in a mode of learning which is best conceived as 'academy-aligned' rather than 'academy-based', and in which the signature pedagogic principle is one of 'responsive facilitation'. The application of the model in a number of programmes is demonstrated and some recommendations for WB practice outlined.

Intro -- Preface -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1: Introduction -- Section I: Setting Up University Infrastructures to Support Students in Work Based Learning -- Section II: Teaching at University to Prepare Students for Work Based Learning -- Section III: University Strategies to Optimise Students' Learning While in the Work Based Learning Setting -- Section IV: Supporting and Supervising Work Based Learning -- Section V: Using the University Experience for Work Based Learning for Future Employability -- Section VI: Promoting Students' Work Based Learning for International Collaboration and Employment -- References -- Part I: Setting Up University Infrastructures to Support Students in Work Based Learning -- 2: Effective Management of the Tripartite Relationship of Educational Providers, Participants and Employers in Work Based Learning -- Introduction -- Background Context -- Employer Perspective -- Student Perspective -- University Perspective -- Case Study: Chester Business Master's -- Employer Perspective -- Student Perspective -- University Perspective -- Conclusion -- References -- 3: Personalising Work Based Learning for a Mass and Diverse Market -- Introduction -- Work Based Learning at the University of Chester -- Student Journey -- Academic Tutors -- Pedagogic Rationale -- Evaluation -- Conclusion and Recommendations -- Learning How to Learn -- Orientated into the Workplace -- Developing Resilience -- References -- 4: Managing Degree Apprenticeships Through a Work Based Learning Framework: Opportunities and Challenges -- Introduction -- Background -- Curriculum Design-Embedding Employability Skills -- Work Based Learning Pedagogy -- Case Study -- Overview -- Case Study Findings -- Recruitment -- Resources -- Curriculum Design -- Workplace Supervision -- Conclusion -- Recommendations.

Report of the Petitions Committee's recommendations to the Welsh Government regarding the experiences of vulnerable young people; especially those who are living independently, on work based learning programmes. Report includes supporting evidence and conclusions.

Purpose-Designers' careers can be compromised if they are unable to understand the business context they operate in and cannot communicate effectively across other disciplines. Where governments are calling for an increase in design management skills, design careers can limit the opportunities for the development of such skills. Universities have an opportunity to support designers' professional development through work-based learning (WBL). The purpose of this paper is to present a case study of the above. Design/methodology/approach-A case study, based on the master's in design management (the business side of design) at Birmingham City University, investigates designers' learning styles, their early career experiences and the challenges they face due to their lack of business understanding. Participant narratives are developed from in-depth interviews and describe professional progress through WBL. Findings-The paper finds WBL lends itself to the experiential nature of designers' learning and skills acquired through WBL can have significant influence on design managers. The case study provides evidence of designers gaining insight into the business perspective and developing communication skills through specific elements of "professional learning". Research limitations/implications-The small case study deals with the UK and Europe, however, implications for the universal and international aspects of practice remain. Practical implications-The paper considers the importance of design management skills to designers' careers and the opportunity for designers to acquire these skills through universities viaWBL. Originality/value-Unique experiences highlight the value brought about through non-linear educational and professional pathways, indicating novel joint policies for higher education and employers. © Emerald Group Publishing Limited.

The shortage of healthcare professions is a global issue, which has highlighted the need to establish effective practice learning. In 2015 the UK government introduced a change to the way that healthcare education is funded. A subsequent fall in applications to healthcare programmes and high levels of vacancies across the sector in the UK have led to widespread concern about workforce shortages, especially nurses. Subsequently, initiatives that both address the shortage and aim to bridge the gap between registered nurse and healthcare support worker have been introduced, presenting opportunities to further develop the clinical workplace as a learning environment for employees. A sample of nine healthcare professionals was recruited; seven nurses and two allied health professionals. Semi-structured interviews were conducted between March and June 2018. These were recorded verbatim, transcribed and thematically analysed. Respondents identified opportunities for work-based learning and factors for success. The importance of an effective learning culture, commitment to work-based learning and time were identified as factors for success. Despite the richness of learning opportunities in healthcare, respondents identified challenges for both learners and supervisors in identifying these opportunities in the workplace. These findings have immediate relevance to healthcare education systems internationally. Areas for future research include the relationship between supervisor and learner and further insight into why the busiest areas might be identified as more effective learning environments.

Integration of young people into the labour market is an issue of a high priority. The youth unemployment problem has explicit links to the vocational education and training (VET) system. Since 2009 there is an ongoing reform in the Latvian VET system. In this respect also the role of local governments increases. The paper addresses the issue of introducing innovative approaches in the Latvian VET system. The aim of the study is to estimate the overall readiness of public administrations to implement VET reforms within regional economic development in the context of the EU and national strategic priorities.

Introduction -- The grounds for work-based learning -- The distinctiveness of work-based learning -- A theory of work-based learning -- Three collective work-based learning types -- Public reflection as the basis of work-based learning -- Reflective practices -- Facilitation in work-based learning -- The action project -- Managing and evaluating work-based learning -- Work-based learning program applications