Sustaining Work-based Learning During COVID 19 Pandemic

Abstract

Sustaining Work-based Learning during the COVID-19 pandemic became a challenge since access to working-cum-learning places for students of a work-based degree programme was depleted. Socio-economic challenges needed to be addressed as students came from economically weaker sections of society. Also critical were the pedagogic challenges in terms of validating the sustenance and spirit of the work-based learning (WBL) model.
 This case study presents a special initiative of digital freelancing offering virtual workplaces as well as livelihoods to work-based learning students during the pandemic. Merits, limitations, potential spinoffs of the WBL model for higher education and learning for development are discussed.

Importance of Digital Skills for Competitive Labour Force – Challenges in Work-Based Learning in Latvia

“…Researchers have found confirmation of the importance of marketing (Batraga et al, 2019) as marketing very often play significant role for attracting stakeholders, finances (Romanova et al, 2018), since without efficient financial regulation work-based learning is not possible to realise, ergonomic aspects (Kalkis et al, 2020(Kalkis et al, , 2021, the role of municipalities (Seimuskane et al, 2017;Savrina & Seimuskane, 2018) as in many cases municipalities have significant role for involving employers and vocation schools for work-based learning and social media: key tools for the future of work-based learning (Toole, 2011). Using work-based and work-applied learning to enhance the intellectual capital of organisations (Garnett et al, 2016;Guillermo et al, 2021) and reflection through web discussions and assessing students in work-based learning (Hulkari & Mahlamäki-Kultanen, 2008), in several fields level of digital skills could be required on different level (Goller, et al, 2021) as well as vocational education in unusual situation of pandemia has introduced and developed needs for digital skills development in realisation of work-based learning (Namjoshi et al, 2021) in several countries having several importance for several aspects of work-based learning (Esmond & Atkins, 2020) also different age groups students involved in vocational education (Evans, 2017) and with online teaching and learning situations analysis and indicated specifics (Cook & Pachler, 2012) pay attention to important essential contribution by all stakeholders involved in work-based learning, each of them having significant role (entrepreneurs, educators, vocational education students and also public administrators) in the implementation of this effective approach in the organisation of vocational education, for competitive labour market relevant skills' development.…”

Strategies for Project Based Learning during the Pandemic: The Benefits of Reflective Learning Approach

“…The rapid spread of the virus in Asian, American, and European countries provides lessons for other countries to anticipate these conditions, including in the field of education (Kuguyo et al, 2020). Various learning models have been implemented during the pandemic to achieve an effective and optimal condition, such as model complexity science-problem-based learning (CS-PBL) (Amanda et al, 2022), Sustaining Work-Based Learning (Namjoshi et al, 2021), repeated game models (Jindani, 2022), e-learning platforms (Bossman & Agyei, 2022), and mastery machine learning (Bangare et al, 2022) and student teachers’ classroom management (CM) learning (Adams et al, 2022). The Virtual Sim(HU)lation (VSH) model is a human-based virtual simulation (Frei-Landau & Levin, 2022).…”