Work-Related Teaching and Learning: A guide for teachers and practitioners

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In the current economic climate, it is more important than ever that young people engage with the world of work and gain the knowledge, skills and experience they will need to prepare them for their future careers. This book provides an overarching framework for understanding all the separate parts of the work-related learning curriculum and constructs a research-based pedagogy with practical steps for students, teachers and practitioners. Work-Related Teaching and Learning deepens our understanding of work-related learning and provides an overview of the programmes and recent initiatives designed to make learning more relevant and better connected to work.

Drawing on contemporary research and innovative practice, it offers guidance to support teachers and practitioners in the delivery of the work-related learning curriculum. Covering all aspects of word-related learning from enterprise education and economic well-being to careers education, work experience and the diplomas, features include:. A detailed look at how teaching and learning activities have been used in various contexts and with what effects.

Strengthened career planning

This book is essential reading for current teachers and practitioners involved in work-related learning, as well as students and trainee teachers who wish to improve or develop their practice in the light of recent initiatives. Prue Huddleston is Professorial Fellow at the Centre for Education and Industry at the University of Warwick; she has taught in further education and on community and outreach programmes and is a teacher trainer.

Her research interests focus on 14—19 vocational qualifications and work-related learning. He has taught extensively in schools as well as contributing to the design and evaluation of work-related learning and related professional development. We provide complimentary e-inspection copies of primary textbooks to instructors considering our books for course adoption. Learn More about VitalSource Bookshelf. CPD consists of any educational activity which helps to maintain and develop knowledge, problem-solving, and technical skills with the aim to provide better health care through higher standards.

We also know that where students are well prepared for wok experience and have personal learning targets this can lead to very successful experiences where young people develop resilience and maturity.

Strengthened career education for students with disabilities

Where schools do not work to prepare students the placements are often less effective. In terms of WRL promoting career guidance I think that young people who experience a well organised programme of work-experience which is supported by other types of employer engagement activity such as CV preparation and interview practice as part of the programme they are more likely to engage with their career and other lessons, make the connection between their lessons and the work place and may seek out career conversations with a range of people including teachers, career guidance practitioners, parents, peers and employers.

WRL activities also provide teachers an opportunity to promote career guidance in a positive light and therefore I guess young people may become more aware of the service and are therefore more likely to access it. The Confederation of British Industry CBI, recognise the importance of work-experience in helping provide young people with the skills which employers seek and a more realistic approach to career decision making and in so doing ensures that their aspirations better fit with the skills requirements for national economic growth.

This includes developing work-readiness a concept often described more regularly as developing employability skills. This observation resulted in a recommendation to government: Whilst this recommendation falls short of re-instating the duty placed on schools to deliver work experience as a statutory part of the curriculum it does indicate that there is a shift in policy which recognises the importance of work-related learning.

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They advise all providers of education for young people in this age group to make available high quality work experience as part of all academic and vocational study programmes and traineeships. Whilst this guidance is described as non-statutory it is clear from the language used post programmes of study should normally include that there is an expectation that young people will have access to opportunities for work experience described as work tasters, participation in social action projects, or a work placement and is a condition of funding for post study programmes.

Since the delivery of WRL became a statutory duty in , there have been several attempts to set out what good quality WRL should comprise Department for Education and Skills, ; Qualifications and Curriculum Authority, These attempts have focused on describing the learning outcomes associated with WRL or provide guidance on processes which are needed to support it.

The Gatsby Charitable Foundation developed a series of benchmarks to exemplify good practice in career guidance in schools. The Benchmarks indicate that good career guidance needs to include opportunities for young people to participate in at least one meaningful encounter with an employer from age 11 to learn about the world of work Benchmark 5: Encounters with employers and employees.

Gatsby note a distinction between this Benchmark and that requiring schools to provide direct experiences of the workplace Benchmark 6. They suggest that by the age of 16 all young people should have at least one experience of a work place in addition to any part time work they might have. They recommend that a further experience should take place between the ages of 16 and Virtual think tank survey results Autumn Career Development Institute Framework for careers, employability and enterprise education The identification and measurement of innovative characteristics of young people.

Confederation of British Industry Department for Children, Schools and Families The Work-related Learning Guide — First edition. A guidance document for employers, schools, colleges, students and their parents and carers. Department for Education School and college performance tables.

Schools, pupils and their characteristics: Post work experience as a part of 16 to 19 study Programmes. Departmental advice for post education and training providers. They reflected on critical success factors to promote the achievements across and at the end of their respective project life cycles, to implement, to mediate, to possibly further develop them and to maximise impact in the various national and individual contexts.

Work-Related Teaching and Learning: A guide for teachers and practitioners

Finally they shared initial ideas for both the contents and the structure of the next ECML programme They also highlighted the added value, both professional and personal, of coordinating ECML projects, seeing this as an opportunity to bridge policy, research and practice and contribute to making a real difference to quality language education in Europe. Impressions of the meeting photo gallery on Facebook.

Current ECML programme of activities Looking back, looking forward. The coordinating team of the project, Language for work — Tools for professional development LfW held its expert meeting in Graz on 7 th and 8 th December A printed exemplar of the Language for Work — a quick guide. How to help adult migrants develop work-related development of language skills welcomed the team at ECML. Versions in French and German will be soon online. Versions in further languages have been arranged. If you can support the dissemination of this practical tool for professionals to support the linguistic integration of migrants, please contact the team at lfwnetwork ecml.

In addition to the Quick Guide, two other sets of guidelines for, respectively, decision-makers and staff in public services including labour market administration are ready in German. They aim at supporting social services to lower barriers when communicating with migrants.

An English version as basis for further translations will be ready at the beginning of Interested members are welcome to translate and disseminate these guidelines as well. In the team has been involved in a series of events to progress and disseminate the project and Network.

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The central event was the network meeting held in Graz on 1 st and 2 nd June. The participants provided examples of practice for the compendium of ways to support the development of work-related L2 skills, advised the team in central issues such as how to structure the tools for professional development.

The team was also invited to various national and internationals events to present the LfW project and network: Such prominent invitations as well as the numerous publications give evidence that work-related second language development is an increasingly recognised field and the network with it.

This workshop will offer networking opportunities with experts including teacher trainers working in the fields of adult second language learning and vocational education and training; researchers with an interest in work-related language development; national skills policy makers; workforce development professionals; employer and trade union representatives. Participants to this event are selected by the national agencies , so colleagues interested in attending should contact their national agency. If you want information about how to do this, please contact the project team at lfwnetwork ecml.

1st Edition

In the meantime we wish you a peaceful Christmas and a Good New year with this picture of Graz in advent. Language for Work Network website. Health and social care sectors across Europe have become heavily dependent on migrant staff. In bilingual regions these migrant workers face the double challenge of having to learn to at least a certain degree of proficiency both languages of the host country.

Who will benefit from the project?

It is to be expected that the older people they care for, in particular people with dementia, may react better to the language of their childhood: Basque, Welsh, dialect, etc. The COMBI project therefore wants to provide vocational teachers in the health care sector and minority language teachers with innovative tools aiming at developing the language skills in the minority language migrants need for working in the health care sector www. For the event in Donostia I chose to present the Quick guide, since it encourages reflection on the essentials of L2 learning and offers advice and practical tips, how to support migrants develop work-related language skills.

Each statement was illustrated with mini case-studies provided by Network members from all over Europe http: The meeting was held in Basque and in the project language, English. In the fields of policies next to the very functional approach of Finland with its focus on individuals as workforce, the Basque provider KABIA brought humanistic dimensions into the discussion talking about principles of care, linguistic equality, responsibility and social justice. To echo the title of a manual produced by the Swedish colleagues of ArbetSam: Better language means better care and therefore higher quality, which is an asset for the whole society http: Another common theme was the shift of focus from teaching to learning and a growing interest for non-formal and informal arrangements, equally discussed in Graz.

Another commonality is the growing interest for reflective and affective dimensions of learning. Particularly effective were the practical examples by other guest speakers: Finally the concept of translanguaging was vividly illustrated by the practical examples of the methodology used by Banaiz Bagara Elkartea in their Basque language courses, which is particularly effective in bilingual situations.

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