The Open UniversitySkip to content
 

Towards a strategy for workplace learning: Report to HEFCE by CHERI and KPMG

Brennan, John; Little, Brenda; Connor, Helen; de Weert, Egbert; Delve, Sue; Harris, Judy; Josselyn, Bridget; Ratcliffe, Nick and Scesa, Anna (2006). Towards a strategy for workplace learning: Report to HEFCE by CHERI and KPMG. Higher Education Funding Council for England, Bristol, UK.

Full text available as:
[img]
Preview
PDF (Version of Record) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (405Kb)
[img]
Preview
PDF (Supplementary Material) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (702Kb) | Preview
URL: http://www.hefce.ac.uk/pubs/rdreports/2006/rd09_06
Google Scholar: Look up in Google Scholar

Abstract

The study, undertaken between March and November 2005 aimed to inform HEFCE thinking on developing a strategy for workplace learning by: exploring the nature, purposes and outcomes of workplace learning; considering workplace learning within the broader relationships between the worlds of work and learning; exploring emerging changes in higher education which may impact on workplace learning in the future; identifying structural issues that currently enable or inhibit workplace learning, and identify future opportunities.

Item Type: Other
Keywords: workplace learning; relationships between work and learning; higher education; employer engagement; brokerage
Academic Unit/Department: Centre for Higher Education Research and Information (CHERI)
Interdisciplinary Research Centre: Centre for Citizenship, Identities and Governance (CCIG)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 6437
Depositing User: Brenda Little
Date Deposited: 25 Jan 2007
Last Modified: 27 Jun 2016 01:18
URI: http://oro.open.ac.uk/id/eprint/6437
Share this page:

► Automated document suggestions from open access sources

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   + 44 (0)870 333 4340   general-enquiries@open.ac.uk