Debriefing work experience: A reflection on reflection?

Abstract

Using date from a pilot study into pupil work experience pre-16, it is argued that work experience has expanded rapidly on the basis of little evidence and many claims about what it can achieve. As experience-based learning, it relies heavily upon debriefing to maximise its learning potential. If work experience is to be more than a work transition exercise, then debriefing becomes central to its success. Although difficult to accomplish and surrounded by muddled definitions, this approach deserves greater attention in view of the contribution it can make to pupils' ability to manage their own learning and the foundation it can provide for continuous learning throughout life.