Difference between revisions of "Workplace Learning"
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| − | {{Term|WORKPLACE LEARNING|Work that enhance learners grasp of working life. The learning is derived from doing a job and taking on a workplace role. These work experiences are connected to learner’s career majors and are integrated with the academic curriculum and enable learners to keep up to date with current and planned activities; to share good | + | {{Term|WORKPLACE LEARNING|Work that enhance learners grasp of working life. The learning is derived from doing a job and taking on a workplace role. These work experiences are connected to learner’s career majors and are integrated with the academic curriculum and enable learners to keep up to date with current and planned activities; to share [[Good Practices|good practices]], experience and practical resources; and to acquire [[Knowledge|knowledge]] and skills through work experience. Workplace learning includes cooperative education, entrepreneurial programs, internship, [[mentoring|mentoring]], school-based enterprises, and shadowing. It has five key principles that are fundamental to the process of workplace learning transformation: |
# Focused on change, high leverage workplace learning processes must be selected and maintained. | # Focused on change, high leverage workplace learning processes must be selected and maintained. | ||
| − | # Delivery and assessment of workplace learning must consider competence improvement and people achievement. | + | # Delivery and [[Assessment|assessment]] of workplace learning must consider [[Competence|competence]] improvement and people achievement. |
| − | # Workplace learning outcomes must be linked to short-term and long-term business needs of the organization. | + | # Workplace learning [[outcomes|outcomes]] must be linked to short-term and long-term business needs of the organization. |
# The ultimate goal of workplace learning should be to help people develop a clearer understanding of the true learning potential by beeing learner-driven. | # The ultimate goal of workplace learning should be to help people develop a clearer understanding of the true learning potential by beeing learner-driven. | ||
| − | # Competency-based, the identification, development and assessment of relevant and measurable competencies is central to the success of the workplace learning reform in organizations. <ref> [http://www.shef.ac.uk www.shef.ac.uk] [http://www.paisley.ac.uk www.paisley.ac.uk](26 March 2008), [http://www.education.ky.gov www.education.ky.gov](10 March 2008), Transforming Learning in the Workplace | + | # Competency-based, the identification, development and assessment of relevant and measurable competencies is central to the success of the workplace learning reform in organizations. <ref> [http://www.shef.ac.uk www.shef.ac.uk] [http://www.paisley.ac.uk www.paisley.ac.uk](26 March 2008), [http://www.education.ky.gov www.education.ky.gov](10 March 2008), Learning Unlimited, Transforming Learning in the Workplace, Alastair Rylatt, 1999. </ref> See also: [[Job Shadowing]]}} |
Latest revision as of 10:24, 19 August 2008
 WORKPLACE LEARNING |
Work that enhance learners grasp of working life. The learning is derived from doing a job and taking on a workplace role. These work experiences are connected to learner’s career majors and are integrated with the academic curriculum and enable learners to keep up to date with current and planned activities; to share good practices, experience and practical resources; and to acquire knowledge and skills through work experience. Workplace learning includes cooperative education, entrepreneurial programs, internship, mentoring, school-based enterprises, and shadowing. It has five key principles that are fundamental to the process of workplace learning transformation:
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References
- ↑ www.shef.ac.uk www.paisley.ac.uk(26 March 2008), www.education.ky.gov(10 March 2008), Learning Unlimited, Transforming Learning in the Workplace, Alastair Rylatt, 1999.