Quality Assurance and WBL

Quality Assurance of Work-Based Learning in the European Higher Education Sector

The result of ENQA’s (European Association for Quality Assurance in Higher Education) large-scale survey on the status of quality assurance (QA) of work-based learning (WBL) within the context of the European higher education (HE) sector is out.

The 2018 report shows that there is no single unified approach across Europe as practices vary significantly from country to country depending on national legislation, development of QA agencies, and the field of study. The report also revealed that the concept of WBL is still being predominantly used in the vocational education and training (VET) sector and that its conceptualization as well as application within HE is largely lacking.

The aim of the study was to identify the role external QA agencies are playing, if any, in terms of guiding and assessing the integration of WBL into educational programs of HEIs in Europe. Survey responses were collected from 40 QA agencies operating in 26 European and Asian countries.

Please see the report in the link: ENQA report on QA in WBL

Filling the Gap – Defining a Robust Quality Assurance Model for Work-Based Learning in Higher Education

This highly welcomed paper focusses on the recognition and quality assurance mechanisms related to modes of WBL, in particular placements. When discussing quality assurance, process and content related aspects should be distinguished. Content – development of subject specific and generic competences – can be phrased in terms of whether the evidence – the intended level of learning – is actually offered. A well-defined process for quality enhancement and assurance is perceived as a requirement to build trust and confidence. It checks whether the conditions for learning are up to standard. Both – conditions and level of learning – are key ingredients for recognition. The paper, which is aligned with the European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), answers the question which elements are thought necessary to build a robust and reliable quality assurance model for WBL.

Please see the report in the link: Filling the Gap – Defining a Robust Quality Assurance Model for Work-Based Learning in Higher Education