SWBL

At the end of this unit, you should be able to: 

• Define the modalities of work-based learning;

• Describe the features of the DTS Law;

• Explain the role of the stakeholders in work-based learning; and

• Identify the challenges in institutionalizing work-based learning.

Introduction

Work-based learning (WBL) is a teaching approach that aims to provide the trainees with a “learning through work” experience. This activity intends to prepare the trainees for the actual industry work through a systematically planned training program.

Depending on the modality, a work-based training program may involve the training institution, trainer, industry coordinator and the enterprise or the industry partner. The role of the training institution is mostly on forging relationships with industry partners. The enterprise, on the other hand, provides the resources for the actual work training. Meanwhile, the trainer and the industry coordinator, as well as their industry counterparts (on-site supervisors) work together in developing and implementing the work-based training plan.

Work-based learning also aims to attain the following objectives:

• To teach the environment of work;

• To help the trainees make the transition from school to work/ career easier;

• To increase the awareness of trainees;

• To make the trainees understand and appreciate the relevance of the basic, common and core competencies;

• To provide the trainees with opportunities for potential career placement; and

• To project a positive image for trainees through their involvement in business and industry.

Topic 1: Modalities of Work-Based Learning

Topic 2: Features of the Dual Training System (DTS) Law

Introduction

A work-based training program may include various people of varying duties and responsibilities. The DTS Law enumerated three key players in the dual training system. These are the trainee, training center and the establishment or enterprise. Meanwhile, the Department of Labor and Employment (DOLE) included the apprentice, enterprise and the concerned government agencies as the actors in an apprenticeship program.

This lesson will present the stakeholders in work-based training as well as their roles in implementing a work-based training program.

Topic 1: Role of Stakeholders in Work-Based Learning

Technical Vocational Institution (TVI)

Technical Vocational Institutions or TVIs should provide full support and cooperation to work-based training by means of:

• Forging relationships with industry partners;

• Appointing a qualified industry coordinator;

• Ensuring staff development of personnel involved in work-based training;

• Identify the skills actually needed or demanded by industry and match the skills offered by the institution; and

• Provide comprehensive theoretical training and simulation for the trainee.

Enterprise/ Industry

These are private firms authorized to implement the DTS Program/DTP together with a partner TVI by:

• Providing the trainees with the determined requirements such as a proper job orientation, a training coordinator and the required training resources;

• Maintaining a safe and appropriate work-based training environment for the trainees; and

• Coordinating with the TVI to come up with an effective work-based training plan.

Trainees

These are individuals qualified to participate in a dual or a dualized training program in order to acquire the required skills of a certain qualification. The trainees in a work-based learning program should:

• Exhibit proper work habits and attitude acceptable to the enterprise and the TVI;

• Cooperate with other trainees, employees and industry supervisor; and

• Observe company rules and regulations.

Topic 2: Challenges in Institutionalizing Work-Based Training

The responsibility of planning and implementing a work-based training program is shared by the training institution and their industry partners. This shared responsibility of providing quality training pose the following challenges in institutionalizing work-based training:

• Enterprises not seeing training as part of their responsibilities;

• The cultural difference between enterprises and training institutions.

• Integrating and coordinating work-based and classroom learning:

• Deciding on the right type of work-based program for a specific purpose.

• Professional development and qualification of trainers;

• Having trainers that have both the technical expertise and the pedagogical skills.