Latest news with #workbasedlearning
Yahoo
05-08-2025
- Business
- Yahoo
Debenhams to fast-track AI capability across business with new programme
This initiative from Debenhams, developed in partnership with workforce development platform Multiverse, aims to bridge the AI skills gap within its workforce The AI Skills Academy is fully funded through Debenhams Group's £1.35m ($1.79m) Apprenticeship Levy, a UK government-backed fund designed to support work-based learning initiatives. The programme is structured to offer on-the-job learning that contributes directly to the company's operations, said Debenhams. Employees participating in the academy will learn to use AI tools to enhance productivity and engage in more strategic work. Debenhams staff will also be trained to apply AI solutions for streamlining operations and reducing manual tasks. They will also learn building in-house AI systems to expedite the digital transition and decrease dependence on external providers. The new initiative aligns with Debenhams Group's digital transformation roadmap, which emphasises 'innovation and continuous learning'. The programme will be introduced to staff through a comprehensive internal communication campaign, featuring in-person sessions led by Multiverse professionals, said the company. Debenhams Group CEO Dan Finley said: 'Adopting AI is not just about investing in our systems – it's about investing in our people. With the launch of the AI Skills Academy, we're giving our teams the tools to think differently, work smarter and build for the future. This is about unlocking the potential of every colleague to drive real innovation across the Group.' The group offers fashion, home, and beauty products through its various retail brands, including Debenhams, Karen Millen, boohoo, boohooMAN, and PrettyLittleThing. Last month, the company entered into a multi-year partnership with Amazon Web Services (AWS) to leverage AI-driven tools for optimising operations and facilitating the scaling of new brands. A recent research from Pusan National University highlighted the potential for generative AI models like ChatGPT and DALL-E 3 to revolutionise fashion design processes and trend identification within the industry. In June, Debenhams Group engaged Peak to overhaul its pricing and promotions approach, implementing an AI-powered system for setting prices on a vast array of products spanning numerous brands. "Debenhams to fast-track AI capability across business with new programme" was originally created and published by Just Style, a GlobalData owned brand. The information on this site has been included in good faith for general informational purposes only. It is not intended to amount to advice on which you should rely, and we give no representation, warranty or guarantee, whether express or implied as to its accuracy or completeness. You must obtain professional or specialist advice before taking, or refraining from, any action on the basis of the content on our site. Error in retrieving data Sign in to access your portfolio Error in retrieving data Error in retrieving data Error in retrieving data Error in retrieving data
Forbes
01-07-2025
- Business
- Forbes
Work-Based Learning: Addressing Scaling Challenges
Bellwether and American Student Assistance's (ASA) report, Making It Work: Ten Stories of Promise and Progress in High School Work-Based Learning, identifies nine key themes around state efforts to expand work-based learning (WBL) programs. The report is a follow-up to a 2021 study of WBL programs in all 50 states and DC, and profiles 10 states which are making progress with their efforts. In this third and final article on the report, we'll highlight some challenges that states face when implementing WBL programs at scale and how states are addressing them. Expanding business partnerships A major barrier to bringing WBL programs to scale is the lack of participating employers; there simply aren't enough work opportunities to meet demand. All 10 of the states profiled in this report expressed a desire to develop more and deeper relationships with local businesses interested in participating in work-based learning programs. In fact, many states use the number of partnerships as a metric to track WBL progress. But finding the time and resources to expand and nurture relationships is a common pain point. Some states who have succeeded in these efforts include: Building a data system High-quality data and a strong data infrastructure are key components for bringing a successful work-based learning program to scale. But due to limited funding and disparate systems, data collection and analysis remain a challenge for most states. Here's how some of them are addressing this issue: Evaluating the impact through formal assessments Without a robust data system, it's challenging to measure the impact of work-based learning initiatives or identify areas for improvement. Two states have found ways to implement formal assessments using partnerships and federal grants. In Maine, the Department of Education, site-based Extended Learning Opportunity (ELO) staff, and researchers from the University of Southern Maine are working together to collect and analyze WBL data. Over the past two years, they found that 3,374 students completed a total of 1,861 paid work experiences, that they had 6,667 engagements with business partners, and that ELO programs developed 1,992 new community and business partnerships. And in Maryland a formal evaluation of Way2Work, a federally funded work-based learning support services for students with disabilities, uncovered successes and gaps in the state's WBL program. Participating students engaged more with the Maryland Division of Rehabilitation Services and were more likely to complete high school within two years of enrolling in the program. Tackling transportation challenges Like most states, the 10 profiled in this report include urban, suburban, and rural areas. Students living in cities have access to public transportation, making it easier for them to get to WBL job sites. But students in other areas of the state have limited transportation options. To address this, Maine considered providing school bus transportation but struggled with a shortage of bus drivers. It also experimented with grant funding to pay for driver's education classes but was unable to solve the larger challenge of how to provide vehicles for students to drive. Maryland, too, cited transportation as a challenge. Many students don't have access to vehicles and for those that do, their parents expressed concern about their kids driving long distances to get to a job site. And while public transportation systems are available in urban areas like Baltimore and Metro D.C., many students live in remote areas of the state where trains and buses aren't an option. Virtual work-based learning programs can help, but many have difficulty replicating hands-on activities, team meetings, or networking opportunities. To extend high-quality work-based learning experiences to all students, including those in rural areas, states will need to find a way to solve the transportation issue. Making WBL work Based on the progress of the 10 states profiled in the report, the future is bright for work-based learning. These states have found ways to get stakeholders on the same page, grow WBL programs despite limited resources, and scale promising initiatives. And while every state is unique, this report provides valuable insights that can help bring high-quality work-based learning experiences to more students across the country. Trainees watching carpenter cutting with electric saw in workshop
Forbes
17-06-2025
- Business
- Forbes
Work-Based Learning: Succeeding With Limited Resources
In Making it Work: Ten Stories of Promise and Progress in High School Work-Based Learning, Bellwether and American Student Assistance (ASA) profiled 10 states which are advancing work-based learning (WBL) initiatives to better prepare high school students for fulfilling and successful careers. The report is a follow-up to research conducted in 2021 which surveyed the WBL policy landscape across all 50 states and D.C. Since the initial study, all 10 states have made progress. And while each state has unique educational, political, and economic circumstances, the report revealed nine key themes which illustrate common opportunities and challenges for expanding WBL. In this blog, the second in a series of three, we'll explore how states are succeeding with limited resources. In the ideal world, states would have consistent, budgeted annual funding to support their work-based learning initiatives. Of the 10 states included in this report, only four (Kansas, Maryland, New Mexico, and Washington) experienced this luxury. So, states had to get creative, employing various financial tools and combining funds from different sources to finance their WBL programs. All of the states profiled benefited from various federal funding sources, such as: States used these sources and others to fund their WBL initiatives: To build relationships with local businesses and organizations, as well as support students and employers participating in work-based learning programs, school districts need dedicated staff. And while some states like Maine have found ways to fund these roles for a limited period of time through pandemic relief dollars, many schools are hesitant to invest in programs and hire staff when there is no guarantee of long-term funding. To fill this gap, states are turning to technology to enable staff to support WBL more efficiently. Examples include: To learn more about how states are overcoming funding and staffing challenges to expand work-based learning programs, read the full report. And stay tuned for the final piece in this series where we'll explore how states are scaling WBL programs. Plumber and apprentice getty
