Work based learning

What is work-based learning?

A relevant definition for WBL at SHU is ‘learning that takes place at, through, for and from work to meet the needs and aspirations of individuals and the organisations they work for’ (adapted from Nixon et al, 2006):

• learning at work - learning that takes place in the workplace

• learning through work - learning while working

• learning for work - learning how to do new or existing things better

• learning from work - ‘curriculum’ that grows from the experience of the learner, their work context and community of practice

Work Based Learning recognises that the workplace is a legitimate site of knowledge. Combined with the vocational nature of Apprenticeships, maximising a WBL focus is key to the successful interplay between academic and vocational learning. Within our courses we offer different types of Work Based Learning Modules:

Personal and professional development (PPD)

Modules to support and enable learners to reflect on current practice and develop action plans for continued PPD. Modules are structured, supported and assessed in ways which reflect the variety of experience and background of work-based learners as well as the needs of their sponsoring organisations. These modules help the learner develop self-analysis and reflective practice skills to underpin learning analysis and development planning, to support life-long learning, personal growth and development.

Modules can also be aligned to relevant organisation talent management frameworks, to help develop specific leadership competencies, management standards and organisational values. The use of psychometric tools can enable the learner to develop a baseline profile, which the learner can develop in other relevant modules. These modules are likely to provide strong support mechanisms in relation to the Apprentices progress towards the EPA. They can also be used to emphasise and integrate the role of the work based mentor.

Work-Based Project

Modules that allow learners to negotiate a contextual work-based project related to their role. The content of the module is formally agreed as part of the programme approval process. Projects will often be of a research and development nature. A project may be making the case for a change in practice, or alternatively the project might be concerned with the development of new product or procedures in a specific work context.

The project may be technical, and the programme design may seek to address specific learning outcomes, for example in relation to vocational themes, or professional and regulatory body requirements where those apply. The Project Modules also enable the student to bring together evidence of technical and professional learning and provide a vehicle for demonstrating that at the End Point Assessment.

20% Off The Job Training

A mandatory requirement of a Higher or Degree Apprenticeship is that the apprentice must achieve at least 20% of their employed time doing off the job training for the duration of the apprenticeship. It is important that apprentices are to keep a record of what and when any off the job training has taken place. There is no specified template for recording off the job training, although SHU may recommend a suitable template.

Off-the-job training must be within the apprentices contracted working hours but is undertaken in addition to the 'normal' day-to-day duties that broadens the apprentice's knowledge relevant to their apprenticeship. Training out of the apprentices contracted hours can only be counted if they get time in off in lieu for it. 20% is taken from the duration of the apprenticeship not over the academic year.