About this paper

Appears in:
Pages: 6140-6146
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

WORK BASED LEARNING AS INTEGRATED CURRICULUM. DISTILLING GOOD PRACTICES IN EUROPE

M.R. Ferrandez-Barrueco, M.I. Beas-Collado

Universitat Jaume I (SPAIN)
Work Based Learning has become an important theme in the development of approaches to ensuring that higher education provides work/practice relevant learning. It figures strongly in discussion of employability, work relevant skills, ‘graduateness’ and life long learning. In general exchange, it encompasses a wide range of experience from short term work experience, through placements/practicum to required periods of pre-qualification professional practice.

In some cases the form, duration or the specific curriculum requirements are determined by the state or by a designated national professional body. This is common in areas such as medicine. In such cases, competence to practice is assessed based upon successful completion of a curriculum produced and delivered jointly by practitioners and academics (who in fact often wear both hats) and significant periods of work based learning are an integral requirement. In some cases, curriculum requirements have a European dimension through formal Directives.
This fully integrated approach to work relevant curriculum development is not as apparent in many other areas where academic curriculum in Higher Education is largely determined by university staff, and practice experience, where it exists, is taken to have general experiential value, and is often not assessed/accredited against formal qualification requirements.

This paper focuses upon the results of an Erasmus funded project (518586-LLP-1-2011-1-UK-ERASMUS-ECUE) in those relatively few cases where the fully integrated approach to curriculum development and delivery is used in an area where no professional or statutory constraint to do so exists; and where, largely as a consequence, Work Based Learning is an essential and central feature of the learning experience.
There are, for example, some cases where a partnership has been established between a university and a company/group of companies in which the whole learning experience is the outcome of joint development and subsequent delivery by both academics and practitioners, and where the essential focus of the experience has moved from the Higher Education institution to the work place.
In looking at examples of such partnerships in different European countries, we aim to identify some common principles and best practices through which to facilitate and promote such partnerships elsewhere in Europe.
@InProceedings{FERRANDEZBARRUECO2014WOR,
author = {Ferrandez-Barrueco, M.R. and Beas-Collado, M.I.},
title = {WORK BASED LEARNING AS INTEGRATED CURRICULUM. DISTILLING GOOD PRACTICES IN EUROPE},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {6140-6146}}
TY - CONF
AU - M.R. Ferrandez-Barrueco AU - M.I. Beas-Collado
TI - WORK BASED LEARNING AS INTEGRATED CURRICULUM. DISTILLING GOOD PRACTICES IN EUROPE
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 6140
EP - 6146
ER -
M.R. Ferrandez-Barrueco, M.I. Beas-Collado (2014) WORK BASED LEARNING AS INTEGRATED CURRICULUM. DISTILLING GOOD PRACTICES IN EUROPE, INTED2014 Proceedings, pp. 6140-6146.
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