Developments in the evaluation of work-based learning: A UK perspective

UK higher education institutions are now expected to be able to demonstrate that they are adhering to the Code of Practice for the Assurance of Academic Quality and Standards in Higher Education in Placement Learning. The responsibility for ensuring that a placement provides an adequate opportunity for its intended learning outcomes rests with the educational institution. This paper draws on the author's experience of the management and evaluation of placements in the construction sector. In recognition of the increasingly global nature of the business, a placement programme has been developed to meet the particular challenges of students operating in multidisciplinary and multicultural environments. Participation in the European Commission's Leonardo da Vinci Vocational Training Programmes and pilot projects has enabled the identification of further criteria for evaluating and disseminating experience gained in work-based learning across the frontiers of language and culture. However, the paper also identifies problems peculiar to the UK market for construction professions and higher education programmes in construction-related disciplines. A study by Northumbria University highlighted challenges for both industry and higher education arising from economic pressures on students and the positioning of construction-related courses in the higher education market. Given the global nature of the construction business, it is clear that there are significant benefits to be gained from taking a global view of relevant issues