Work-Based Learning

Owned by Darlene Edgar
Nov 23, 2023
2 min read

Sudirman, A., & Gemilang, A. (2020). Promoting work-based learning as a praxis of educational leadership in higher education. International Journal of Learning, Teaching and Educational Research, 19(3), 149-173. https://doi.org/10.26803/ijlter.19.3.9

  • Mentorship in Classroom Learning:

    • Required for supporting cutting-edge technologies.

    • Conceptualizes skills for learning autonomy and transformation.

  • Values in Learning Environments:

    • Reflective practice crucial for work-based learning.

    • Fosters pure learning, evidence-based assessment, confidence, professional attitudes, and controlled learning atmospheres.

  • Workplace Knowledge in Higher Education:

    • Combines concepts and experiences in traditional or digital domains.

    • Prioritizes performance, skill enhancement, motivation, personal development, and productivity.

  • Educational Leadership Model:

    • Contextual model for work-based learning.

    • Embodies character education, morality, cooperation, flexibility, diversity, and problem-solving.

  • Engaging in Motor Creativity:

    • Encourages participation and practice-oriented learning.

    • Establishes good interpersonal relations and values of social justice and equality.

  • Social Media in Learning:

    • Used for reviewing the inquiry process with peers.

    • Promotes diversity acknowledgment and respect.

  • Work-Based Learning and Global Competitiveness:

    • Prepares students for global market competition.

    • Acknowledges the effectiveness of advanced knowledge, skills, and partnership values.

  • Models of Learning:

    • Personal model: Critical thinking initiation by individual learners.

    • Global model: Sharing duties in a global context through local actions.

  • Work-Based Learning Pillars:

    • Articulates learning quality, authentic experiences, and cultural development.

    • Ensures the sustainability of the 21st-century workforce.

  • Critical Areas of Work-Based Learning:

    • Promotes corporate governance, workplace inclusiveness, flexibility, and lifelong learning.

  • Engagement in Learning:

    • Sustains student involvement in developing skills.

    • Enhances learning behaviors and competencies for jobseekers.

  • Educational Leadership Features:

    • Integral part of character education.

    • Transformative role in maintaining organizational missions and fostering cooperation.

  • Leadership Characteristics:

    • Vary by culture.

    • Leader preparation as a gateway to developing leadership skills and effective qualities.

  • Educational Leadership Qualities:

    • Prioritizes quality outcomes, flexibility, innovation, and institutional self-reliance.

    • Dependent on students' engagement, problem-solving, and knowledge creation.

  • Gender and Islamic Leadership:

    • Encourages leadership emancipation, gender justice, and Islamic leadership principles.

    • Serves as role models supervised by God.

  • Transformative Role of Leadership:

    • Inspires the world in personal relationships, institutional scopes, and global educational leadership.

    • Promotes a neutral school culture, cultural diversity, and advocacy for social justice.

  • Instructional Leadership Practices:

    • Encourages active learning and teaching.

    • Focuses on managerial aspects and leadership culture.

  • Distributed Leadership:

    • Supports curriculum reform prioritizing inclusion, multidisciplinary learning, and student-centered assessment.

    • Develops thinking based on socio-cultural contexts and communities of practice.

  • Lead Learner, Cultureshifter, System Changer:

    • Essential leadership roles in school networking.

    • Aim to liberate learning through school networking systems.