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The current high profile of work-based learning and workforce development in the context of higher education has stimulated considerable debate . Discussions of work-based learning often locate recognition of such learning in the context of the knowledge economy, and of the workforce development that is emphasised as part of an effective response to the needs for more sophisticated skills in the workplace . In addition, reference is sometimes made to the need to broaden participation in higher education through providing opportunities for advancement to those workers who are lacking in the educational qualifications that are usually required at some stage in successful professional progression . Such a reference links academic recognition of work-based learning to widening participation .
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