This report describes the purpose and components of WBL, offers short examples of WBL in practice in California, and proposes strategies for sustaining and expanding WBL programs.

To understand how well work-based learning (WBL) experiences are meeting student and employer needs, states may wish to consider collecting and analyzing data on student participation in and outcomes of WBL activities.

Employers are critical partners to engage in the design and implementation of work-based learning (WBL) at both the state and local levels. Employers can play an active role in all three WBL components –from giving input on labor market needs for curriculum development to designing opportunities for students to apply skills at the workplace ...

A statewide approach to work-based learning (WBL) can help states meet student and employer demand for WBL. States may wish to promote WBL opportunities that contain the three key components of comprehensive WBL programs .

States that are designing a work-based learning (WBL) strategy may wish to first define WBL for their state context and then provide guidance to local programs. Start by reviewing the key WBL components, click on the related activities below to read more, or scroll down to see all resources.

Preparing Today’s Students for Tomorrow’s Tennessee will expand an existing, successful, work-based learning initiative in Hamilton County, Tennessee to create a pilot competency-based machine operator apprenticeship program for high school CTE students. The project will then use the lessons learned from the pilot program to develop a ...

Critical thinking skills enable employees to analyze, reason, solve problems, plan, organize, and make sound decisions in their work. Developing effective relationships in the workplace requires a combination of interpersonal skills and personal qualities.

The consortium’s Regional Work-Based Learning Hub project will improve college and industry credential attainment, employment rates, and earnings through a centralized hub that will scale equity-driven work-based learning and apprenticeships throughout participating regions.

This module addresses state strategies for implementing the Perkins V work-based learning program quality indicator. Topics covered include state definitions of work-based learning, work-based learning data collection and quality, and state approaches for supporting work-based learning experiences during the COVID-19 pandemic.

include in-depth and hands on work experiences (either on site or through simulated/virtual methods), with activities ranging from career awareness and exploration to career preparation and training.