Work-based learning has become an increasingly popular part of the effort to redefine the relationship between school and work and to help youth make the transition from school to employment. However, relatively little is known about the quality of work-based learning programs in schools today in terms of the type of worksites that provide work-based learning or the skills and knowledge that students acquire. Through case studies of three high school programs, this report describes the characteristics of teaching and learning in work-based learning, and identifies how the work context supports or hinders both. Program designers and other practitioners involved with work-based learning will find the report stimulating and informative.
MDS-916 / December 1997
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