Work-based learning: a learning strategy in support of the Australian Qualifications Framework

Article


Baker, Shayne, Peach, Neil and Cathcart, Malcolm. 2017. "Work-based learning: a learning strategy in support of the Australian Qualifications Framework." Journal of Work-Applied Management. 9 (1), pp. 70-82. https://doi.org/10.1108/JWAM-04-2017-0008
Article Title

Work-based learning: a learning strategy in support of the Australian Qualifications Framework

ERA Journal ID45044
Article CategoryArticle
AuthorsBaker, Shayne (Author), Peach, Neil (Author) and Cathcart, Malcolm (Author)
Journal TitleJournal of Work-Applied Management
Journal Citation9 (1), pp. 70-82
Number of Pages13
Year2017
PublisherEmerald
Place of PublicationUnited Kingdom
ISSN2205-2062
2205-149X
Digital Object Identifier (DOI)https://doi.org/10.1108/JWAM-04-2017-0008
Web Address (URL)https://www.emeraldinsight.com/doi/full/10.1108/JWAM-04-2017-0008
Abstract

Purpose – The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach – The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings – People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF. Research limitations/implications – There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions. Practical implications – The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy. Social implications – By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning. Originality/value – This paper represents an initial action research study which examines the role WBL can provide for life-long learning.

Keywordspathways, lifelong learning, work-based learning, Australian qualification framework, institutional learning, work applied learning
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
Byline AffiliationsFaculty of Business, Education, Law and Arts
Leeds Trinity University, United Kingdom
Institution of OriginUniversity of Southern Queensland
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