Age Differences In Work-Based Learning - seems me
History[ edit ] Although named after Bloom, the publication of Taxonomy of Educational Objectives followed a series of conferences from to , which were designed to improve communication between educators on the design of curricula and examinations. Its characteristics may include: Knowledge of specifics—terminology, specific facts Knowledge of ways and means of dealing with specifics—conventions, trends and sequences, classifications and categories Knowledge of the universals and abstractions in a field—principles and generalizations, theories and structures Example: Name three common varieties of apple. Comprehension[ edit ] Comprehension involves demonstrating an understanding of facts and ideas by organizing, summarizing, translating, generalizing, giving descriptions, and stating the main ideas. Example: Summarize the identifying characteristics of a Golden Delicious apple and a Granny Smith apple. Application[ edit ] Application involves using acquired knowledge—solving problems in new situations by applying acquired knowledge, facts, techniques and rules. Learners should be able to use prior knowledge to solve problems, identify connections and relationships and how they apply in new situations. Example: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C? Analysis[ edit ] Analysis involves examining and breaking information into component parts, determining how the parts relate to one another, identifying motives or causes, making inferences, and finding evidence to support generalizations. Its characteristics include: Analysis of elements Analysis of relationships Analysis of organization Example: Compare and contrast four ways of serving foods made with apples and examine which ones have the highest health benefits. Synthesis[ edit ] Synthesis involves building a structure or pattern from diverse elements; it also refers to the act of putting parts together to form a whole.Age Differences In Work-Based Learning - not
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OECD Home Education Skills beyond school Work-based learning and career guidance Skills beyond school Work-based learning and career guidance Read the OECD report: Working it out: Career guidance and employer engagement The issue and scope Young people need to be exposed to the world of labour in order to form realistic views of different career paths.
This can be achieved by ensuring that they have opportunities to spend some time in workplaces. However, work-based learning is often seen as having lower value and academic paths are preferred by youth and their parents.
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This poses challenges to school-based career guidance which faces difficulties in providing accurate information about labour market needs. Furthermore, external factors e. The aim of this module is to understand how school-based career guidance combined with other forms of direct experience and contact with workplaces, can guide young people by giving them a realistic and practical understanding of working life. The scope of this work is limited to young people aged 25 and less, many of whom are in education or training.
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The analysis will map key stages of exposure to career guidance and evaluate relative importance of external and internal factors affecting career decisions at different stages of life course, with an emphasis on young age. It will map policy practice with respect to career guidance Worrk-Based and forms of exposure to career guidance.
A particular focus will be given on collecting practices that promote workplace learning as a career guidance tool.
The work will describe existing approaches, discuss policy challenges and distil policy messages. Key steps A workshop took place in Scotland UK in autumn and a discussion paper was shared with participants.
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The workshop provided an opportunity to discuss evidence about exposure and access to career guidance among youth and about the drivers and influences of career guidance. It also allowed participants to share experience about practices and innovative approaches to career guidance and identify areas for potential action.
A policy report drawing together the analysis and conclusions from the workshop was subsequently published in July ]
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