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{{Citations needed|date=February 2024}}
"'''Work-based learning''' (WBL) is an educational strategy that provides students with real-life work experiences where they can apply academic and technical skills and develop their employability." <ref name="Web Based Learning">{{cite web|url=http://www.dpi.state.nc.us/cte/curriculum/work-based|title=Work-Based Learning}}</ref> It is a series of educational courses which integrate the school or university curriculum with the workplace to create a different learning paradigm. "Work-based learning deliberately merges theory with practice and acknowledges the intersection of explicit and tacit forms of knowing."<ref>{{cite journal|last=Raelin |first=Joseph |date=November 1997 |title= A Model of Work-Based Learning |journal=Organization Science |volume=8 |page=574 |doi=10.1287/orsc.8.6.563}}</ref>▼
▲"'''Work-based learning''' ('''WBL''') is an educational strategy that provides students with real-life work experiences where they can apply academic and technical skills and develop their employability."
Most WBL programs are generally university accredited courses, aiming at a win-win situation where the learner's needs and the industry requirement for skilled and talented employees both are met. WBL programs are targeted to bridge the gap between the learning and the doing. "Work-based learning strategies provide career awareness, career exploration opportunities, career planning activities and help students attain competencies such as positive work attitudes and other employable skills."<ref name="Web Based Learning">{{cite web|url=http://www.dpi.state.nc.us/cte/curriculum/work-based|title=Work-Based Learning}}</ref>▼
▲Most WBL programs are generally university accredited courses, aiming at a win-win situation where the learner's needs and the industry requirement for skilled and talented employees both are met. WBL programs are targeted to bridge the gap between the learning and the doing. "Work-based learning strategies provide career awareness, career exploration opportunities, career planning activities and help students attain competencies such as positive work attitudes and other employable skills."<ref name="Web Based Learning"
Work-based learning encompasses a diversity of [[Formal learning|formal]], [[Nonformal learning|nonformal]] and [[Informal learning|informal]] arrangements including apprenticeships, work placement and informal learning on the job. The key driver is the need for active policies to secure learning that meets the need of the workplace.<ref name=":0">{{Cite book|url=http://unesdoc.unesco.org/images/0024/002428/242887e.pdf|title=Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century|last=Keevy|first=James|last2=Chakroun|first2=Borhene|publisher=Paris, UNESCO|year=2015|isbn=978-92-3-100138-3|pages=115}}</ref>
==Classification==
Work-based learning is classified in three ways based on the
*'''Duration of assignment:''' The work-based learning experience maybe of a duration of a few hours to 2/4 years
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==WBL learning strategies==
Work-based learning strategies include the following
*'''Apprenticeship or internship or mentorship:''' An [[apprenticeship]] involves the student working for an employer where he or she is taught and supervised by an experienced employee of the chosen organization. The student is periodically evaluated for progress as per the skills and knowledge acquired, and maybe granted wages accordingly. At the end of the course, the student receives a certificate of service. The student learns in a realistic environment and gets the opportunity to apply his or her knowledge in real
*'''Job shadowing:''' [[Job Shadowing]] is a short term opportunity that introduces the student to a particular job or career by pairing the student with an employee of the workplace. By following or 'shadowing' the employee, the student gets familiar with the duties and responsibilities associates with that job.
*'''Business/industry field trip:''' [[Field trips]] offer the students an insight in the latest technical advancements and business strategies of an enterprise. Students also gain awareness of the various career opportunities available and understand the driving forces of the community's economy.
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==Merits==
* Application of classroom learning in real
* Establishment of connection between school and work <ref>{{cite journal |last=Stasz |first=Cathleen |last2=Brewer |first2=Dominic J |date=1998 |title=Work-Based Learning: Student Perspectives on Quality and Links to School |journal=Educational Evaluation and Policy Analysis |volume=20 |issue=1 |
* Improvement in critical thinking, analytical reasoning and logical abilities
* Expansion of curriculum and learning facilities
* Meeting the diverse needs of the learner
* Creating a talented and skilled pool of future employees
* Reduces pre-service training time and cost <ref>{{cite journal |last=Cappeli |first=Peter |last2=Shapiro |first2=Daniel |last3=Shumanis |first3=Nicole |date=1998 |title=Employer Participation in School-to-Work Programs |journal=Annals of the American Academy of Political and Social Science |volume=559 |issue=1 |page=113 |doi=10.1177/0002716298559001009|citeseerx=10.1.1.180.4171 }}</ref>
* Improvement of student awareness of career opportunities
* Making education relevant and valuable to the social context
* Community building exercise for productive economy <ref>{{cite web|url=https://www.gowerpublishing.com/pdf/SamplePages/Understanding-Work-Based-Learning-Roodhouse-Mumford-Ch2.pdf|title=Understanding Work-Based Learning}}</ref>
==
* Time-consuming activity to identify key courses that can be taught via WBL programs
* Needs careful consideration and planning when introducing WBL strategies within the existing curriculum
* Certain WBL programs may not be in sync with the formal education timelines and pattern
* It is unclear what key elements of this learning may be and that readily available indicators which equate with academic learning outcomes are not necessarily evoking it accuracy.
* Needs effective coordination between all key persons involved in the WBL program
* Effective evaluation strategy needs to be developed for assessing student performance. This should encompass both formative and summative feedback.
== Sources ==
{{Free-content attribution
| title = Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century
| author = Keevey, James; Chakroun, Borhene
| publisher = UNESCO
| page numbers = 115
| source = UNESCO
| documentURL = http://unesdoc.unesco.org/images/0024/002428/242887e.pdf
| license statement URL = http://www.unesco.org/ulis/cgi-bin/ulis.pl?catno=242887&set=0058D22B8C_1_128&gp=1&lin=1&ll=1
| license = CC-BY-SA IGO 3.0
}}
==See also==
*[[Work-integrated learning]]
*[[Career and technical education]]
==References==
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{{DEFAULTSORT:Work-based Learning}}
[[Category:
[[Category:Constructivism (psychological school)]]
[[Category:Experiential Learning]]▼
[[Category:Pedagogy]]
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