During the 1990s, work-based learning (WBL) has gained increasing popularity. In their efforts to redefine the relationship between school and work and to improve youth transition from school to employment, many educators, employers, and policymakers, have promoted WBL as one element of a school reform strategy. The School-to-Work Opportunities Act of 1994 provided federal funds to expand and develop school programs that incorporate educationally valuable work-based learning experiences. Presently, relatively little is known about the quality of these programs in terms of the characteristics of worksites that provide WBL or the kinds of skills and knowledge that students acquire.
In 1996, RAND began an exploratory study to examine WBL, with particular attention paid to the students' experiences and the social context of learning at work. This report draws on case study and survey data to describe the characteristics of teaching and learning in WBL and to identify how the work context supports (or hinders) both. It should be of interest to teachers, employers, or others involved in developing and implementing WBL programs.
The research reported here was conducted for the National Center for Research in Vocational Education, University of California at Berkeley, supported by a grant from the U.S. Department of Education, Office of Vocational and Adult Education.