ABSTRACT
This chapter considers the practicalities of delivering work-based learning in a university setting to conform to the QAA guidelines and respond to policy initiatives. This explanation of the different forms of delivery provides a complex picture of the requirements placed on university staff engaged in delivering work-based learning awards. Universities have developed work-based learning validation models since the 1980s with Middlesex University pioneering work, and more recently in response to the government-employer engagement policy. While full accreditation agreements usually validate work-based learning in terms of complete awards, credit recognition can be more flexible for the needs of employers and employees. This is where learning and development activity in an organisation or a private training company is allocated a credit value and level. Generic credits used within shell frameworks provide a high level of flexibility, but can be challenging in ensuring consistency of assessment practice.
