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Introduction
This special edition is focussed on the issues that surround putting work-based learning into practice in the United Kingdom. Inevitably defining the territory is essential. In higher education work-based learning is increasingly recognised as a field of study. Work-based learning, Costley (2001) argues enables higher education to incorporate, in particular, the learning people do, for, in and through work into the learning provided. She draws our attention to the longevity of engagement in work based learning in the sector:
“Some universities have been involved in work based learning for a long time, for example, through placements and sandwich courses. Some universities have structured courses where continuing professional development with the knowledge gained through experience is accepted implicitly. Others use the processes of accrediting prior and experiential learning (APEL) to formally recognise such knowledge…..Learning contracts are becoming familiar instruments. These activities are variously described as work based, work related, placement activities, elective modules, independent study, APEL, reach out, CPD, work based learning among others. It is worth noting that work based learning in higher education is nearly always part of an existing university programme with its own disciplinary frameworks and approaches to higher education. Learning outcomes and criteria for assessment are therefore within the subject knowledge born of research and scholarly activities that already are embedded in the universities” (Costley, 2001)
This definitional position informed the selection of papers drawn from the timely 2006 University Vocational Awards Council (UVAC) Annual Conference. UVAC, an international membership organisation has championed higher level vocational learning, particularly higher education engagement with employers and the workforce, and the selection of conference papers demonstrates the seriousness with which higher education educators are taking this work forward. The key question addressed in the conference, and many of the papers explored through their practice, was ‘how is work based learning put into practice through close engagement with employers and without compromising on quality?’ This is increasingly important to educators and researchers in further and higher education, as the UK national government higher education policy moves further towards meeting employer needs as a means of addressing global competitiveness. This was most recently exemplified in the Leitch Review of Skills (HM Treasury, 2006).
It is worth briefly exploring the background to the present circumstances.
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