Higher Education has a range of differing ways in which it interacts with the employment and careers of its students.

A key distinction is between Learning in Employment and Learning about Employment:

• The first is characterised by a University designing and delivering courses at the employer's venue, or by University's accrediting the learning experience employees already have experienced through Learning through Employment frameworks. This topic is covered here.
• The second is characterised by students who have yet to engage with the world of work experiencing learning which is designed with employment in mind. This latter element is the focus of the current page.

There are a variety of ways of building employment into the curriculum, it can be undertaken in normal learning encounters using Case Studies, Videos or the past experience of staff and/or students (especially in postgraduate groups), it can involve bringing in guest speakers from relevant employment backgrounds, or through the use of short, medium, or long placements as part of the programme of study.

Increasingly innovative programmes are building the employer voice into the curriculum design process as outlined in this example from Manchester Metropolitan University. (A version of this is also available with Audio).

Focussing specifically on the work based elements of Foundation Degrees, Lee Harvey has undertaken a review of the relevant literature for Foundation Degree Forward.

The approach of Beverly Oliver to this agenda in an Australian context is highly relevant (thanks Norah for the link).

And for an example of how the broadcasting media can develop informal learning why not try this paper, based on BBC Wales coverage of rugby which also introduces careers pathways and key skills:

http://cell.glam.ac.uk/media/files/documents/2010-02-08/Informal_learning_through_the_world_of_rugby.pdf

Wales has developed an ambitious information advice and guidance programme through the 14-19 Learning Networks, within which there is a legal requirement to provide support from Learning Coaches. There is a detailed study of the early cohort of coaches, including the design and piloting of the first training programme covering such themes as mentoring, study skills, referral systems, legislative issues when working with young people, and learning strategies. Saunders (2008) provides a series of case studies which include methods and examples of careers support that reinforces the advice and guidance provided by careers professionals - especially in partnership with Careers wales. The full report is available at:  

http://wales.gov.uk/topics/educationandskills/policy_strategy_and_planning/learningpathways1419/latestpublications/learningcoaches/;jsessionid=zpGFKtTR77h9TXLhcVSYnSGJjyQJ805f18MTv22N0dQyvWHyRstL!514291769?lang=en

And fortunately there is a summary version:

http://wales.gov.uk/topics/educationandskills/publications/guidance/learningcoaches/;jsessionid=zpGFKtTR77h9TXLhcVSYnSGJjyQJ805f18MTv22N0dQyvWHyRstL!514291769?lang=en

Principal Learning qualifications

Principal Learning (PL) qualifications are available in Wales as one of the Option elements within the Welsh Baccalaureate Qualification.  Principal Learning must be studied alongside the Project qualifications at the appropriate level and other appropriate qualifications. Learners who achieve the Welsh Baccalaureate Core and Options will be awarded the Welsh Baccalaureate Diploma at the appropriate level. 

The PLQ anticipates a notable WBL element and delivery is planned in partnership with SSCs and WBL providers.

For further information see:

http://www.wjec.co.uk/?level=174