Work-Based Learning:A Policy Note of the WEXHE Project

This policy paper offers the main messages resulting from the Erasmus+ Knowledge Alliance project Integrating Entrepreneurship and Work Experience in Higher Education (WEXHE). The key observation is that in most countries in Europe the integration of WBL in HE programmes is at an initial stage. This is the case for all three modes of learning covered by WEXHE, work placements, traineeships and entrepreneurship. The project shows obvious added value for all stakeholders. HE institutions will benefit from better aligning their curriculum to the demands of practice, from opportunities to improve accreditation of informal learning, better positioning with students recruitments and improved relationship with industry. HE staff will obtain access to validated work experience models, which can be adapted to their needs in the given University. Staff will enhance their professional capability, gain recognition and obtain formal accreditation. Students will obtain greater access to high quality work experience. Elaborated models will increase their chances for obtaining access to work experience integrated with their studies, better accredited and better supported and organized. Graduates will benefit through greater access to high quality internships, closely related to their career paths. Internships would provide them with appropriate specialized and generic competences and would facilitate their employment. By applying WBL enterprises will obtain high quality staff, with practical experience, which would significantly cut adaptation and training costs of employed graduates. Enterprises staff would gain guidance and quality tools, designated to support their role in providing work experience for students and graduates. Enterprises will be involved in training to improve the quality of work placements. Policy makers are expected to benefit from the outcomes of the WEXHE, which should lead to a better understanding how work experience can contribute to the modernization of HE, enhance its value and its contribution to employment, economic grow and social goals. WBL requires a robust national/regional regulatory framework to make the HE and business sector take WBL more seriously. It has to be stipulated that from the WEXHE research it can be learned that the situation regarding WBL implementation in Germany, the Netherlands and the UK is more favourable because of the alignment with market needs and the attention that is offered to the development of generic competences as part of the learning process