Work-Based Learning Models for Skill Development of Youth
According to video 1.0, every month, more than 1 million young Indians join the workforce pursuing stable, profitable employment, but employers have also noticed that even university graduates do not have the technical skills and technological knowledge available. To counter this, the Asian Development Bank-supported National Skill Development Corporation (NSDC) of the government is collaborating with schools and institutes to provide training for 15 million individuals a year, which is a target of 50 million individuals by 2022. The NSDC was established to allow the private sector to play a leading role in the country's skill growth activities, not by replacing the government structure, but by complementing and improving India's entire skill distribution ecosystem. Millions of young people are on the road to finding a job through this private and public partnership, and businesses will find the employees they need (Asian Development Bank, 2014).
Video 1. Partnering with the Private Sector in
India to Provide Skills Training
Source: Asian Development bank 2014
Figure 1. Three models for work-based learning
 | |
|
Source: Asian Development Bank, 2018
Model 1: Formal
This method of training is closely
supervised. In addition, a legislative system regulates workers' control and
specifies the content and duration of the training program, as this type of
education primarily focuses on medium-sized and large workplaces, with other
stakeholders offering off-the-job appraisal and qualification programs for
training because, government support could be required to pay the employer for
the costs (Hoftijzer and Stronkowski, 2018). The training curriculum follows
national requirements and encompasses both basic and professional competencies,
where graduates are given state, sector-recognized certificates, making them
exceptionally mobile in the job market, where this method of work-based
learning is fantastic, but in Asia it is seldom performed (Broek and Buiskool, 2020).
Figure 2. Pros and cons of formal apprenticeship
 |
| Source: Asian Development Bank, 2018 |
Model 2: Structured but not certified
This
typically takes place in companies that provide workers with in-house
instruction, where employees work with a high degree of autonomy but may
collaborate with expert material with external organizations or extend the
training into key skills (Business Europe. 2016).
Figure 3. Pros and cons of investment
 |
Source: Asian Development Bank, 2018 |
The employer and the learner collectively
fund in-house instruction usually, when practicing, the learner acknowledges
reduced pay, as the fees for any off-the-job aspect may have to be charged to
external providers, which makes the period of training dependent on the
sophistication of the technical skills necessary, but if the trainee has become
effective as easily as possible, it is better for the employer, that makes the
lack of certification one downside of this form of apprenticeship (Business Europe. 2016).
Model 3: Informal Apprenticeships
This
is a system used in Asia and the most popular path to access of the labor
market for school-leavers where micro and small companies, prefer this form of
work-based learning that is typically unregulated and takes place, depending on
the amount of work the apprentice undertakes, and the apprenticeship is
directly sponsored by the employer and the learner, where there is no credential,
and it is generally impossible for an apprentice to pursue work in the private
sector or advance towards formal higher education, which makes it very
definitely, that the apprentice would be self-employed after several years of obtaining work experience (European Commission, 2015; Smith,
2016).
Figure 4. Importance of apprenticeship
 |
| Source: Asian Development Bank, 2018 |
Industry pratlctice in Sri Lanka
With the experience working for a leading 180-year-old
conglomerate in the country, which is the second oldest mercantile company in
Sri Lanka. The sector in which I work for is probably the most regulated
industry, which requires special license to operate, our company has to follow
the guidelines of the regulations imposed by the government regulatory body for
the industry.
Looking to the company hierarchy, the lowest entry level is to be a field
assistant and the qualification NVQ-4 (National vocational Qualification),
given by government Technical colleges and approved Privet technical colleges
prepare the next generation of youth with the required basic preparty skills,
that Companies in the industry require. We Initially recruit them on a
temporary basis and has to go through actual work base learning process program
design by the company, which they are paid a monthly salary with the entitled
allowances. On successful completion they are absorbed to the company’s
permanent carder to fill in the existing vacancies. For the factory workers the
same system applies with the NVQ 4 qualification in the respective discipline,
in addition they have to be familiar with ISO 9001 & 14000 Quality
management systems.
In our company this work base learning system has proven be
very successful, providing a wining situation for the employee and employer in
getting the right people for right job.
Reference.
Broek, S. and Buiskool, B.J., 2020. Adapting the SELFIE
tool for work-based learning systems in Vocational Education and Training.
Business Europe. 2016. The Cost-Effectiveness of Apprenticeship Schemes: Making the
Business Case for Apprenticeships. artner Countries.
Business Europe. 2016. The Cost-Effectiveness of Apprenticeship Schemes: Making the
Business Case for Apprenticeships.
European Commission.
2015. Guidance Framework—Support for
Companies, in Particular SMEs Offering Apprenticeships: Seven Guiding
Principles. DG Employment, Social Affairs and Inclusion.
European Commission.
2015. Guidance Framework—Support for
Companies, in Particular SMEs Offering Apprenticeships: Seven Guiding
Principles. DG Employment, Social Affairs and Inclusion.
European Training
Foundation. 2014. Work-based Learning: a
Handbook for Policy Makers and Social Partners in ETF Partner Countries.
Hoftijzer, M., Stronkowski, P. and
Rozenbaum, J., 2018. Getting Out of
School and into the Workplace: Strengthening Work-Based Learning in Upper
Secondary Technical Education in Poland's Swietokrzyskie Region. The World
Bank.
Interagency Group on
Technical and vocational education and training (IAG-TVET). 2017. Investing in Work-Based Learning. Geneva.
Smith, E., 2016. Apprenticeship management at
national and company levels: research based ‘good practice’principles. International Journal of HRD, Policy and
Research, 1(1), pp.35-52.
Veal, Karina, and
Muriel Dunabr. “Work-Based Learning for Skills Development.” Development Asia, 24 Jan. 2018,
development.asia/explainer/work-based-learning-skills-development. Accessed 11
Nov. 2020.
The 70/20/10 model for learning and development is based on research conducted by the Centre for Creative Leadership which was described by Lombardo and Eichinger (1996). The model explains that people’s development will be about 70 per cent from work experience, about 20 per cent from social learning (through managers by example and feedback and by fellow workers) and 10 per cent from courses and reading. In other words, learning largely takes place in the workplace. This should be the guiding principle for learning and development programs (Armstrong, 2014).
ReplyDeleteWork-based learning can be used in general education to develop
Deleteproblem-solving skills and learning skills: for example through allowing learning to
be organized around joint accomplishment of tasks, so that elements of a skill take
on meaning in the context of the whole, and by allowing competence to build step by
step (Ainley, 1996; Resnick, 1987).
Work-based learning is a promising way of re-engaging young people at isk and providing them with a smoother transition into work, while also developing their skills. Work-based learning provides young people with an alternative way to learn that is sometimes more appealing than more academic programmes. It can provide a bridge into careers, equip young people with skills that are in demand in the labour market, and connect them to potential employers (Kis, 2016). The potential benefits of work-based learning are particularly noticeable for youth at risk, as they are most likely to face difficulties in connecting to the labour market and accessing good learning opportunities. Youth at risk are defined as young people who are not in employment, education or training (NEET), and those at risk of becoming NEET. Across OECD countries, there are around 40 million young people who are NEET (OECD, 2016). Although in principle their prospects could be improved by work-based learning, in practice this often remains a distant possibility.
ReplyDeleteWork-based learning is a powerful form of pedagogy.
DeleteWork-based learning is a form of experiential learning, along with learning from
experience in other settings such as the home, the community or recreational
pursuits. The basic principles of experiential learning set out by Dewey (1938) infuse
not only work-based learning, but also areas such as adult learning, service learning
and outdoor education (Billet, 2001; Boud et al., 1985; Dehnbostel, 2008a, 2008,
McCulloch et al., 2010; OECD-KRIVET, 2004). For Dewey, learning was primarily
an activity that arises from the personal experience of grappling with a problem
(and thus not all experience results in learning, a conclusion which, as we shall see
below, has implications for the development of practical techniques to improve the
quality of work-based learning within vocational education and training). His view
of learning contrasted with the practice of the time of students passively receiving
information that has been packaged by teachers or in textbooks. He argued against
the isolation of the school (and by implication other educational institutions) from
the world outside it, and argued that the incorporation of students’ experience and
learning outside of the school was a powerful way to motivate them and to engage
them in learning.
Work-based learning is used in vocational education and training to develop basic
work habits, occupational identity, and specific occupational competences. However
because of its attractiveness as a powerful form of learning, it can also be used for
a wider range of educational purposes. For example it is used as a way to motivate
disadvantaged, disengaged and failing students by giving them the opportunity to
experience success through applied learning in practical settings, and the opportunity
to come in contact with adult mentors and role models (Business-School Connections
Roundtable, 2011).
Training and retention of quality works help companies to attract the best talent and raise income. It takes time and cash to recruit quality staff. Retention and growth are directly affected by how you train and develop that talent (Herman Aguinis, 2009).
ReplyDeleteTraining is important and an imperative tool for the organization to revamp the performance of all the personnel for organizational growth and success. It is beneficial to both employers and employees of an organization. An employee will become more efficient and productive if he is trained well. Firms can develop and enhance the quality
Deleteof the current employees by providing comprehensive training and development. Training is essential not only to increase productivity but also to motivate and inspire workers by letting them know how important their jobs are and giving them all the information they need to perform those jobs (Anonymous, 1998).
Training and development impacting on employee productivity has not only improve the wellbeing of organizations, but also aid the prosperity of most countries that has put into consideration the design and delivery of training and development of workforce at national level (Abdul, 2011). It is recommended for management of organizations to give training and development of employees a priority in order to get the best out workforce as well as improving the organization’s productivity (Atif et al. (2010).
ReplyDeleteIn wood furniture manufacturing, regarded at the time as a relatively low-skilled industry in England, the superior skills of German production workers that had been developed through learning in the workplace enabled more sophisticated automated machinery to be used, allowed smaller production runs with more frequent machine resetting and thus lower inventory levels and more customized production, and resulted in fewer breakdowns
Delete(Steedman and Wagner, 1987).
Training and development program is a planned education component and with exceptional method for sharing the culture of the organization, which moves from one job skills to understand the workplace skill, developing leadership, innovative thinking and problem resolving (Meister, 1998). Gerbamn (2000) explained ,Employee development programs includes a variety of teaching technique, schedule, and helping learning environment that ensure employee to improve their skills and later apply on their jobs.
ReplyDeleteSimilar messages emerged from studies of semi-skilled workers who were not
Deleteproducts of the dual system, but whose skills had been developed within the
enterprise. For example the greater attention to quality among German workers
in metal-working plants resulted in their cleaning their machines more frequently,
thus reducing breakdown rates (Daly et al., 1985).
Austria, Denmark, Germany, and the United Kingdom has mostly adopted with work-based learning, often consist of a formal apprenticeship contract that offers a program of structured learning on-the-job, coupled with structured off-the-job learning in a technical and vocational education and training (TVET) institution for young people (Development Asia, 2018).
ReplyDeleteWork-based Learning (WBL) is one of the learning approaches that has been practiced all over the world for decades now and converges towards the theory of constructivism, which is an active and dynamic form of learning that slowly develops throughout the lifetime of an individual (Wilson, 1997). WBL is suitable for use in tertiary education and applicable in Technical and Vocational Education but not for programs that are more towards the academic disciplines such as the economics and business sciences (Stones, 1994).
DeleteThis comment has been removed by the author.
ReplyDelete