Upon approval, the staff of the organization responsible for the delivery must set up a training program offered by the university. It is a quality measure focused on facilitating learning by the WBL and evaluating learners using university-approved assessment strategies and criteria. Once the organization`s employees have gone through this process, they become associate tutors to the university. This is a formal rhetorical process that effectively employs university suppliers on an unpaid basis, giving the university the right to have them withdrawn as part of the delivery team if they do not perform their duties properly (the UK QAA requires universities to have measures to “extend and control”). Responsibility for the implementation of the program is then entrusted to the partner organization with the support of the university. The first marking of orders is carried out by the delivery man with the university in the role of the second marker and retains full control of the trademarks registered at the Boards Awards. A link tutor maintains regular contact with the organization and the university is fully responsible for quality assurance (Talbot et al., 2014). Work-related learning is defined as a module or curriculum in which goals, learning skills and content are intended to support the development of knowledge and understanding of topics directly related to the work context, but taught in workshops, seminars and lectures in the more conventional environment of a classroom. In both cases, WBL is the main means of change in the workplace.
This raises the important question of the particular contribution of this form of learning, which contributes to transforming the culture and working practices of organizations, which improves performance and develops new ways of working. Some preliminary reflections focus on the practicality of the WBL and how it identifies alternative methods (that is what education does, that is, it helps us see things from more than one angle). WBL also offers a form of learning that is directly relevant to professional and professional life, it does not automatically provide the learner with theoretical answers to questions they have not asked, and allows them to develop both questions and answers for themselves. If work practices begin to change with the WBL, this is the beginning of a culture change (for example. B from an individual to teamwork – it`s a cultural change). The potential career experiences of ACP countries are part of a range of two levels of engagement between students/schools and employers. WBL was introduced into the University of Chester program about 35 years ago as a four-week passport/failure-based internship. In 1990, the university received public funding to develop a WBL model for non-professional students that allows them to access academic credit for their learning through work (Department of Employment, 1993).