Redefining the "work" in work-based learning

In this paper we argue for a widening of the normally accepted definition of ‘work’ as commonly used in the work- based learning concept. Work-based learning involving the paid job role is compared and contrasted with unpaid work-based and work-related learning achieved through a range of life place environments where there is no payment or no formal work environment involved, such as the home, the locale or the community. It is shown that currently work-based learning based on the former model, is normally much more valued and developed than other work related learning, completed in the alternative life place environments. We provide comment on the essential factors which would need to be considered if equity of status is to be achieved across the spectrum of learning environments and of the value given to all types of ‘work’ and the learning from them. While a model for valuing all work related learning is proposed, consideration is also given to ethical, moral and legal issues, which may need to be considered in the implementation of such a model. Recent evidence is reported which shows that effective learning can be achieved and formally assessed from unpaid work-based learning done in many differing life place environments and that ethical, moral and legal limitations can be overcome.