Work-Based Learning

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. Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education

• 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.