A Comparison of the Work-based Learning Models ...

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ScienceDirect Procedia - Social and Behavioral Sciences 204 (2015) 282 – 289

4th World Congress on Technical and Vocational Education and Training (WoCTVET), 5th–6th November 2014, Malaysia

A Comparison of the Work-based Learning Models and Implementation in Training Institutions Syamhanim Ismailªࡣ Mimi Mohaffyza Mohamad୽, Norasyikin Omar ಟ *, Yee Mei Heongc, Tee Tze Kiong d a

୽ *ಟ Faculty of Technical and Vocational Education Universiti Tun Hussein Onn Malaysia, Parit Raja, 86400 Batu Pahat, Johor Malaysia d Faculty of Technical and Vocational Education, Sultan Idris University, Tanjung Malim, Perak

Abstract Work-based Learning is a transition from education in institutions to carriers. It is combines institutional learning with industrial learning and creates an integrated experience for the student. Basically, WBL is a learning approach that uses the work place as a medium for learning transfer. This paper discusses about WBL model applied in training institution and industrial field.Student will learn at the institutional education and industrial to complete their courses using WBL method.This paper also emphasis the WBL model in Malaysia that have been used in advance diploma courses in polytechnic KPM. To make sure WBL succeed, cooperation from all three parties, namely the student, the educational institution and the industrial employer, is important. Various models have been studied by researchers locally and abroad to identify the parties involved that make the WBL successful. This paper also described the comparison of WBL model and how its implementation in training institutions. . It concludes with a review of the challenges in implementing a WBL model. The discussion that follows is grounded experience from various countries. © Published byby Elsevier Ltd.Ltd. This is an open access article under the CC BY-NC-ND license © 2015 2015The TheAuthors. Authors.Published Elsevier (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Faculty of Technical and Vocational Education, University of Tun Hussein Onn Malaysia. Peer-review under responsibility of Faculty of Technical and Vocational Education, University of Tun Hussein Onn Malaysia. Keywords: Work-based Learning; model: comparison; industry:educational institution; student.

*Corresponding author. Tel.:+601110695984 E-mail address:[email protected]

1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Faculty of Technical and Vocational Education, University of Tun Hussein Onn Malaysia. doi:10.1016/j.sbspro.2015.08.153

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1. Introduction Work-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). WBL is a form of learning that relates to all fields of work, work-based learning, learning at the work place and learning through working (Seagraves et al., 1996). Researcher had stated that WBL is a term used to elaborate on the programs by learning institutions that bring together universities and work organizations in order to create new learning opportunities at the work place (Lemanski et al., 2011). According to Becker (2007), WBL is a learning approach that encompasses a working experience in which students need to go through a learning process in an institution to gain the experience and apply the skills in the related industries according to what is required in an actual working environment. The WBL method is a terminology used for students in school level in order for them to obtain experience through work. It enables students in institutions to adapt themselves with the institutional transition to work and exposes the students to the reality of the working environment that allows them to make the best career choice (Fleming & Martin, 2007). Researcher sees WBL as different from conventional training, whereby it is directly involved and renders actual experience of a work place (Seufert, 2000). In addition, acquisition of specific and competent skills at the work place enables the student to improve the skills and competence to a critical level through a specific kind of learning. This was supported by Glass et al. (2002) stating that WBL is learning that occurs at the work place and learning that takes over the role played by the work place. This is because WBL is a learning approach that uses the work place as a medium for knowledge transfer. Generally, the WBL method involves the combination of learning in an educational institution and the work place. Various models are used to make the WBL method successful.

2. Concept of WBL Conceptualisation of WBL does not put it directly at odds with the idea of discipline-based learning that forms the basis of much higher education, but it does suggest that WBL takes place in a broader; essentially transdisciplinary or post-disciplinary framework that can incorporate disciplinary learning but also goes beyond it. WBL also conceptualised in terms of what it is adequate or effective for researcher a perspective that draws on the idea of capability Lester (2004) as developed by Stephenson (1998) and (O’Reilly, Cunningham & Lester, 1999). A narrow version of adequacy might be concerned with reaching the threshold standards needed to do a particular job; a broader conceptualisation more relevant to university-level WBL might consider the kinds and levels of issues encountered by the practitioner and leave the detail open to negotiation. Particularly but not only at postgraduate level, WBL can be concerned with developing adequacy for what Schon (1987) terms the ‘swamp’ of real-world practice where practitioners engage with a mix of indeterminate problems, pieces that don’t fit and people who don’t behave according to the theory. Career development is a component of WBL (Ugochukwu,2013) that exposes learners to a variety work settings to assists them in making decisions about future career direction and occupations. The focus of WBL also classified into cooperative work, field trips, job shadowing, school-based enterprise, field trips, entrepreneur, internship, clinical experiences and youth apprenticeship. Table 1 shows finding of awareness of WBL in Nigeria as an example of explaining the aspects of WBL.

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Table 1: Awareness of TVET teacher trainers of WBL components N= 200 Description Cooperative work experience programme Field trips Job shadowing School-based enterprise Entrepreneurial ventures Internship Clinical Experiences Youth apprenticeship

Aware (%) 99 100 7.5 10 10 84 12 4.5

Not Aware 1 92.5 90 90 16 88 85.5

3. The WBL Models 3.1 The WBL-Arizona work-based learning resource guide model It is very important from the outset that everyone in the community understand the mission of work-based learning. People need to think of work-based learning as a two-way bridge between the classroom and the workplace across which the school and the community work cooperatively to provide the resources and the "classroom" that will help each student to find and develop his or her potential. Work-based learning can take place at the school site or a business site. This requires a coherent sequencing of activities that prepare students to function in the highest level of work based learning at the worksite. According to Lynne (2003), one of the models used to implement the WBL is the Arizona Work-Based Learning Resource Guide Model. Figure1 shows the WBL implementation model in Arizona. Figure 1 represent that WBL creates a two-way relationship between the educational institution and the industry through various activities and resources. Researcher had stated that a strong two-way relationship could make the WBL method more efficient and effective (Otala, 1993).

Educational institution (Resources and activities)

Industrial party (Resources and activities)

Relationship (Resources and activities)

Fig.1.The WBL-Arizona work-based learning resources guide model

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3.2 The WBL Model in Malaysia in Diploma in, Automative Diploma : Collaboration between the community college and Proton The pioneer collaboration in Work-based learning was between Proton (automotive manufacture) and the Ministry of Higher Education in 2007. As a national car manufacturer, Proton and its dealers are responsible to support the government mission. The participation of Proton in the program started in the early stages of the developing the WBL curriculum. Therefore, the collaboration between Proton and community colleges has developed with relatively equal input from both sides. Researcher argues that in the industry-institutions collaboration; both sides accessed opportunities as a ‘win-win’ situation where both sides obtained benefits from the WBL program (Ariffin & Asmah, 2009). The collaboration is enhancing the relationship between the community colleges and the automotive industry (in this case Proton exclusively). For example, as a training-partner in the WBL program, Proton has taken things a step further in setting up new engines, tools and equipment at the community colleges. In fact, the equipment is purposely built for Proton’s pit-stop or one stop-centre to educate Proton’s sales and technicians in Proton service centre all over Malaysia. This means that the facilities at the community colleges are upgraded to meet the Proton’s needs in particular distribute new technologies to the technicians’ Proton service centre. The obvious limitation to this model is that it sets up a systems and technology base that is exclusively developed for Proton technologies protocols: making it manufacturer specific rather than more broadly, industry-based. The findings through the collaboration between the Community College and Proton had used the WBL in its Diploma in Automotive Program and found that WBL necessitates the learning of theory in the class and in the work place (Yusuff et al., 2007). Figure 2 illustrate the WBL course structure includes both guided lesson at the Proton Training Centre (PTC) which is guided by teachers from the industry and taught in the classroom for 25% and 75% on-the-job training at Proton Edar Service Centres (PESC). According to Seagraves et al. (1996), the WBL program should have elements of coordinated classroom and workplace learning, integration of occupational-technical and academic curriculum and also assessment system. Today, three polytechnic have been use WBL learning in advance diploma courses in Malaysia which is Polytechnic Ungku Omar, Polytechnic Sultan Salahuddin Abdul Aziz Shah and Polytechnic Sultan Azlan Shah. Polytechnic Ungku Omar offered Advance Diploma in Networking while Polytechnic Sultan Salahuddin Abdul Aziz Shah offered two courses which is Advance Diploma In Electronic (Medical) Engineering And Advance Diploma In Facility Management. Polytechnic Sultan Azlan Shah also offered Advance Diploma in Design and Automotive Engineering.

Work-based Learning (WBL)

Learning theory in class guided by teachers from the industry (25%)

Learning on the industrial field (75%)

Fig.2. WBL Model in Malaysia This WBL approach is similar to Boud and Solomon (2001), Baldwin and Clarke (2000), and Gray (2001) collaborative concept. The WBL program designed for the students at the community colleges is basically based on guided lessons that involved theory lessons in which they have to undergo continuous lessons for 5 days each month

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at PTC. It concentrates on recapitulating the basic/intermediate knowledge in automotive as well as lessons on the advance level in the Proton technology. Assessments are held at the end of each course syllabus. Following that, the students will be allocated at the PESC for 3 weeks before coming back to the PTC. On-the-job site, their work is based on the students’ ‘Job Record’. One mentor will be designated to one student and they will guide the student in executing the task. The skills competency of the student is monitored by the service head. Then, the lecturer and the trainer from PESC will assess the students on a regular basis. 3.3 The relationship model between industrial institutions and the industry by the Council of Ontario University: Sector skills needs The relationship model between the industrial institutions and the industry illustrates the relationship between the industry and the technical and vocational education institution system. Institutions are the main source of new workers in the various fields of employment, and the employer has the right to assess the activity and product education through product issued by those, namely graduates The model in Figure 3 shows the relationship between the institution’s system and the industry that produces enough graduates and workers who possess the knowledge and skills needed by the current industry. The industry would stand to gain if the education implemented by the institution is in line with technological developments (Council of Ontario University, 1998). Graduates • • • Institution

•

Number of passes. Curriculum. Latest skills training. Skills innovations.

Industry

Employees

Fig.3.Relationship model between the technical institution and the industry by Council of Ontario University: Sector skills needs (1998) Based on Figure 3, it was found that the relationship between the institutional system and the industry is the main aspect in technical or vocational education. The educational institution is a place to stamp a certain skill and it is responsible for designing its products according to its own mould. Hence, the role of the industry towards the technical educational institute is undeniable. Notwithstanding the quality of the technical graduates produced by the institute, it must fulfil the criteria and demands of the industry. The product has to meet the wishes of the industry. The current curriculum and skills training that is developed should emphasize the aspect of the skill that fulfils the needs of the employer and the industry. Therefore, a two-way relationship between the institution and the industry is important because it has mutual benefits for both parties, especially in producing a k-worker who is knowledgeable and fulfils the demands of the industry. 3.4 Edmunds’ Model The Edmunds’ Model links the student, the employer and the educational institution by way of linking training (student-employer relationship), education (student-educational institution relationship) and knowledge codification (employer-education institution relationship) for the WBL.

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Edmunds defines Work-Based Learning in Edmunds’ Model as a situation in which the learning experience is inclusive of the learner, employer and the Learning Institution. In other words there is the active participation to at least some extent by each of those parties. Edmunds disagrees that there are only two of those parties cooperating. Figure 4 illustrate the Edmunds’ Model. It was found that Edmunds model involving participating from three parties which is student, industrial employer and educational institution to make WBL successful. Edmunds also suggests that the industrial employer or the educational institution generate knowledge by codifying it against the academic needs that are relevant to the educational institution. Edmunds’ also said that the WBL is not similar to normal academics as it is directly related to individual work, a specific work context and is differentiated from general education (Edmunds, 2007). From this Edmunds proposed a definition that Work-based learning is the acquisition of accredited knowledge and skill in the context of purposeful activity involving the active participation of an individual learner, their employing organisation and an education or training institution working to an agreed curriculum to the mutual benefit of each.

Training

Education Student

Industrial Employer

Educational Institution

WBL Knowledge codification

Fig.4. Edmunds’ Model

3.5 The WBL based on the involvement zone of the student, educational institution and the industry. The WBL Model is based on the involvement zone of the student, educational institution and the industry and shows that the total involvement from the three parties is important in determining the success of this method. Figure 5 shows the involvement zone for the WBL model. There are three zones, namely Zone A, B and C. Zone A shows the involvement relationship between the educational institution and the industry. Zone A use the strategy by joint membership of regional/national HEI/employer networks, establishment of Employability Forum with joint HEI Employer membership, strategic partnerships between HEI and employer, joint memberships of employer/HEI councils/governing bodies, HEI/employer collaborate together in research and consultancy, joint course planning HEI ‘aligning’ course objectives with employer objectives and promoting Knowledge Transfer Partnerships. They operational by key ‘bridging’ staff (joint appointment between HEI and employer), reciprocal secondments of HEI and employee staff, employer involvement in Course Boards, employer feedback in the design and validation of new programmes, HEI contributions to employer CPD activities, regular dialogue between HEI and employer involvement in University or Faculty level Advisory Boards.

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Zone B shows the involvement relationship between the industry and the student. Zone B use the strategy by student Unions represented in employer network organisations, student involvement in Employer Forums, employer representatives on student union bodies and employer involvement in career events while the operational by employers and students actively represented on Course Boards, student/alumni contributions to employer publications and employer contributions to alumni activities. Zone C shows the involvement relationship between the educational institution and the student. Zone C using the strategies by students feeding back into course boards for course development, development of ‘shell’ frameworks to accredit student learning through part-time employment and student representation on Faculty/Academic Boards while operational by developing key skills and competencies in individual students, devising negotiated assessments and developing personal skills and capital.

Relationship Fig.5. Zone C Involvement

Relationship

zone for the WBL Zone Zone B

Student

Student

WBL Educational Educational Institution

Industry

Industry

Relationship Zone A

Fig.5. Involvement one for the WBL Zone There is a two-way relationship founded between each zone that enables the WBL method to work smoothly (McEwen, Mason, O’Connor, Williams & Higson, 2010). 4. Conclusion There were five models discussed, which were the WBL-Arizona Work-Based Learning Resource GuideModel; WBL Model in Malaysia from the Automotive Diploma program and the collaboration between the Community College and Proton;The Technical Institution-Industry Connection Model;Edmunds’ Model; and the WBL Model based on the involvement zone of the student, educational institution and industry. It was found that all these models emphasize that the WBL method needs the involvement of the student, educational institution and the industrial employer. This would render value-added features to the student, as the student would excel in the theories, academics and skills in the hands-on technical field.

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Students who possess these value-added features would be in great demand from the industry because the industry needs all-rounded competent workers who would be an asset to the company. With this WBL method in the education system, it would benefit all three parties, namely the student, educational institution and the industry. In Malaysia today,two Public Education Institutions offer programs that use the WBL method. They are the Polytechnic and Community College systems, both under the auspices of the Ministry of Education, which offer nine Advance Diploma courses and four of them are using WBL methodin Polytechnic while two Diploma programs in Community College, respectively. Therefore, this method needs to be expanded to enable the three parties to obtain maximum benefits. Hence, the involvement of these three parties is important in ensuring a more systematic application of this method in the education system. In order to ensure this method works smoothly, the relationship between these three parties has to be safeguarded at all times. References Ariffin,T. & Asmah,A. (2009). Innovative practices in TVET toward education for sustainable development: Work-based learning diploma programmes at community college in Malaysia. International experts meeting on reorienting TVET policy towards education for sustainable development, Berlin, Germany. Becker, K. (2007). Digital gameǦbased learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478-488 Boud, D. and Solomon, N. (2001).Work-based learning: A new Higher Education? USA: SHRE and Open University Press Council of Ontario University, (1998). Sectoral Skill Needs. Ontario, Canada. Edmunds, J. (2007) “A personal view of Work Based Learning: policy and practice from both ends of the telescope” in Young, D. & Garnett, J. (Eds.) Work-based Learning Futures Bolton: University Vocational Awards Council. Flanagan, J., Baldwin, S., & Clarke, D. (2000). WorkǦbased learning as a means of developing and assessing nursing competence. Journal of Clinical Nursing, 9(3), 360-368. Fleming, J., & Martin, A. J. (2007). Facilitating reflective learning journeys in sport cooperative education. Journal of Hospitality, Sport, Tourism, Leisure and Education, 6(2), 115-121. Glass, et al., (2002). Delivering work based learning accessed May 25, 2014 from http://www.scotland.gov.uk/Publications/2002/06/14558/3244 Gray, D. (2001). Work-based learning, action learning and the virtual paradigm. Journal of Further and Higher Education, 25(3), 315-324. Lemanski et al., (2011,) An introduction to work-based learning: A physical sciences practice guide. The Higher Education Academy. Lester, S. (2004). Conceptualizing the practitioner doctorate. Studies in Higher Education, 29(6), 757-770. Lynne, B. H., (2003). Arizona Work-Based Learning Resource Guide. A Guide for Connecting Career and Technical Education to the Workplace. Arizona Department of Education. McEwen et al., (2010). Integr ating employers in effective support for student work-based learning (WBL) an evidence base to inform innovative policy and pr actice. Aston University. O’Reilly, D., Cunningham, L., & Lester, S. (1999). Developing the capable practitioner. VA: Stylus Publishing. Styluspub@ aol. com. Ótala, L., (1993). Industry-University Partnership: Implementing Lifelong Learning'. Journal of European Industrial Training, 18( 8). Schön, D. A. (1987). Educating the Reflective Practitioner. London: Jossey-Bass. Seagraves, L., Osborne, M., Neal, P., Dockrell, R., Hartshorn, C., & Boyd, A. (1996). Learning in Smaller Companies. Final Report. Educational Policy and Development, University of Stirling, Stirling FK9 4LA, Scotland Seufert, S. (2000). Work Based Learning and Knowledge Management: An Integrated Concept of Organizational Learning. ECIS 2000 Proceedings, 148. Stephenson, J. (1998). The concept of capability and its importance in higher education. In Capability and Quality In Higher Education, ed. J. Stephenson & M. Yorke. London: Kogan Page. Stones, E. (1994). Assessment of a complex skill: Improving teacher education. Asssessment in Education, 1(2), 235-251. Ugochukwu, P.N. Amadi (2013). Appraising Work-Based Learning Experiences of Technical and Vocational (Teacher) Education and Training (TVETET) Programmes in Naigeria. Mediteranean Journal of Social Sciences Vol 5 (3). Pp 138-146 Wilson, J. (1997). Creating & initiating a cooperative education program. Boston, MA: World Association for Cooperative Education Yusuff, et al., (2007). Diploma in Automotive: A Collaboration between Community College & Proton. A 12 month Work Based Learning (WBL). Malaysia