The introduction of work-based learning to higher education in the UK

Work-based Learning in higher education in the UK stems from developing a curriculum model for people in work contexts that has its roots in Independent Studies, experiential learning and the Capability movement in the 1990s. At that time, it was intended for people in work who were studying part time and for placements and other experiential work activities for full time students. The curriculum was designed to engage the work situation itself as a focus of the studies. Most models of WBL in higher education entail a pedagogical approach to both curriculum and research, are embedded in practice, and have been designed by educationalists whose main focus has been learning and teaching in higher education. Since the early 1990s the term WBL has been used in some countries including the UK to mean work experience of any kind including placements etc. but other terms have since been developed. This has led to a conflation of the terms used e.g., Work Integrated learning, Work-Related Learning to mean the same thing. The knowledge and subsequent learning and teaching that takes place in work situations has become a key focus in most countries over the last 30 years and the developments in WBL have been significant in informing a whole range of work-related initiatives in HEIs. Many scholars recognise a TD situation in work environments. There is more scholarly work to do in explaining how subject discipline knowledge coupled with the more TD knowledge of work situations can be wholistically presented in programmes of study. WBL ideas have been incorporated into the employability agenda and the current focus upon graduate skills in relation to Bachelor’s degrees. The more focussed aspect of WBL continues to develop the pedagogy and curriculum content that is appropriate for people learning for and from work