Key information about Work-Based learning (WBL) and the WBL Framework (WBLF)
Keep in mind that not all WBL is directly linked to Higher Degree Apprenticeships (HDAs),
but all HDAs have a WBL ethos. 
The relationship between HDAs and WBL more generally
Click on image to return to key diagram
If you wish to find out more and work with other WBL / HDA practitioners please contact DEEP to join the Apprenticeship and Work-Based Learning Group (AWBL)
HDAs versus WBL, and the role of the WBL framework from LTA Multimedia on Vimeo.
What is Work-Based Learning (WBL)?
A relevant definition for WBL at SHU is ‘learning that takes place at, through, for and from work to meet the needs and aspirations of individuals and the organisations they work for’ (adapted from Nixon et al, 2006):
- learning at work – learning that takes place in the workplace
- learning through work – learning while working
- learning for work – learning how to do new or existing things better
- learning from work – ‘curriculum’ that grows from the experience of the apprentice, their work context and community of practice
Why is WBL important?
Recognises that workplace is a legitimate site of knowledge. Combined with the vocational nature of apprenticeships, maximising a WBL focus is key to the successful interplay between academic and vocational learning.
How are WBL courses endorsed by SHU?
Courses with WBL elements can be approved through standard departmental routes, or utilise the WBL Framework ‘standing panel’ as a cross-faculty fast-track mechanism. See the WBL Framework section for more information about this enabling route.
How can WBL be embedded in courses?
A range of structures can be explored. Always seek to ensure the appropriate needs of apprentices, their employers, professional and regulatory bodies and other key stakeholders are recognised. Because of the nature of WBL and HDA part-time provision, flexibility of options and structures may well be required. Options to consider include:
- Block delivery
- Blended learning
- Day release
- Integration with existing full or part-time courses
- Bespoke seminars, with special attention to portfolio approaches and progress review
- Field trips and exercises, but only if these add value beyond the work-based experiences open to all apprentices
- Self-directed work-based study
- Potential for employer or other key stakeholder co-delivery
What about staffing and resourcing considerations?
Delivery of WBL modules outside more standard full-time modes can pose staffing and resourcing challenges. Consultation with work planning and module delivery leads is therefore crucial to ensure both staff buy-in and a positive student experience.