Life, Work and Learning

Beckett, David; Hager, Paul

doi:10.4324/9780203994450

Cited by 87 publications

(73 citation statements)

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“…They explained that they felt like 'a different person': they had 'become nursery nurses'. Their learning had involved a complex interaction of aspects which cannot coherently be separated as either formal or informal, and both college-and work-based elements seem to share the characteristics of organic, contextualised and experiential learning that Beckett and Hager (2002) ascribe to informal learning. Their qualification as nursery nurses not only entailed passing coursework assignments, placement assessments and the final examination.…”

Section: Studentmentioning

confidence: 99%

“…That is, such terms are attributed to learning, and the criteria used to underpin those broad attributions can be themselves seen as attributes of learning. Thus, Beckett and Hager (2002) attribute the term 'formal' to learning that is decontextualised and an end in itself, and the term informal, to learning that is holistic and activity-based. Being decontextualised or holistic then become attributes of the formality or informality of learning, using their classificatory system.…”

Section: Formal Learningmentioning

confidence: 99%

“…Focussing on workplace learning, Beckett and Hager (2002) argue that dominant views of learning, which they term the 'standard paradigm', are based upon a Cartesian dualism which construes body and mind as separate, and mind as superior to body. For Beckett and Hager, this is philosophically and empirically untenable.…”

mentioning

confidence: 99%

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Formality and Informality in College-based Learning

Hodkinson¹,

Colley²

2005

Internationales Jahrbuch Der Erwachsenenbildung

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Workplaces and educational institutions merely represent different instances of social practices in which learning (Billett, 2002, p57). The Presence of Informal as well as Formal Learning in Educational InstitutionsDespite Billett's view, it has become commonplace in Western, industrialised societies to think of formal and informal learning as inherently different from each other. Thus, formal learning is planned, teacher-dominated, assessed and takes place in educational institutions, where learning is the prime official objective of activity. Informal learning, on the other hand, is unplanned, incidental, unassessed and uncontrolled by a teacher, and takes place in everyday life, where learning is not the primary purpose of the activities that we engage in. Thus, the argument has gone, we learn informally through participating in everyday life -in the family, the local community, in the workplace and at leisure. On occasions, we learn formally, if and when we attend courses at schools, colleges or university.

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Section: Studentmentioning

confidence: 99%

Section: Formal Learningmentioning

confidence: 99%

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Formality and Informality in College-based Learning

Hodkinson¹,

Colley²

2005

Internationales Jahrbuch Der Erwachsenenbildung

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“…Employers understand the concept and can see the benefits of developing their employees through bespoke packages of WBL. This presents a move away from training and NVQ's, which often relied upon narrow, behaviouristic skills acquisition (Beckett and Hager, 2002) to a model of professional education with scope for discovery. According to Biggs (2003) effective professionals need functioning knowledge; a combination of declarative knowledge (the relevant theoretical knowledge base), procedural knowledge (the skills necessary to apply this) and conditional knowledge (an awareness of appropriate circumstances in which to apply the declarative and procedural knowledge).…”

Section: Organizational Needs Meets Academic Traditionmentioning

confidence: 99%

Employer responsive provision: workforce development through work‐based learning

White

2012

Higher Education, Skills and Work-Based Learning

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Abstract:Purpose The purpose of this paper, from a work based learning practitioner perspective, is to present an insight into some of the challenges, benefits and impacts associated with workforce development and employer responsive provision (ERP). The focus is learning, which is designed to meet an organization's needs and intended for groups of learners to develop their skills, whilst bringing tangible benefits to their organization.Design/methodology/approach Focusing upon experiences of managing an employer engagement, action research project, which worked with over 40, small and medium sized enterprises and more recently working with three major corporate organisations, this paper provides a personal perspective of engaging with organizations. It draws upon primary data from personal experiences and action research of working with employers and learners, and secondary data, such as the Higher Education Impact Study (2008) and the Higher Education Regional Development Agency's Skills for Growth report (2009). After setting the context, this paper will consider ERP and its challenges, in terms of organizational needs meeting academic tradition. This is supported with case study anecdotes, before a consideration of the impacts and benefits of ERP from an organizational perspective. FindingsThis paper provides insights into effective ERP and the elements needed to support its success. With probable continued growth in ERP, it is imperative that HEIs with ERP strategies understand the associated challenges and benefits. It suggests that in order to promote sustainable ERP activity, HEIs will need to consider a more strategic approach concerning the staff engaging in ERP activities. Practical implicationsFrom a work based learning practitioner perspective, this paper presents an insight into some of the challenges, benefits and impacts associated with workforce development and employer responsive provision (ERP). Originality/valueThis paper draws together current thinking on ERP with practice based application and understanding in order to inform and develop practice. It offers practical insights and experiences which build upon various bodies of literature to present identified elements necessary for successful engagement with employers. As the literature around ERP at present is fairly small, this paper offers a valuable insight into successful practice, building usable models for people working in this field.

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“…The 'Standard Paradigm of Learning' (Beckett & Hager, 2002), which is used here as representative of traditional theories, views learning as the activity of individual minds that acquire transferable, decontextualized knowledge. Courses are designed to transmit knowledge for later use to solve problems in daily work practice.…”

Section: Introductionmentioning

confidence: 99%