Notable Work-Based Learning Policies, Components, and Strategies to Expand Employment Opportunities

Work-Based Learning Policy: 50-State Scan
The scan features WBL policies in a state-by-state format for policymakers, researchers, and practitioners’ reference about the extent to which WBL policies have been implemented. The researchers categorized state WBL policies into five categories: 1) expansion initiatives, 2) employer subsidies, 3) pre-apprenticeships and youth apprenticeships, 4) other secondary student WBL policies, and 5) subsidized postsecondary instruction for apprentices. The scan focuses on state policies designed to make WBL more widely available. Researchers found 35 states had at least one type of work-based policy, expansion initiatives occurred in four states, 18 states provided employer subsidies, pre-apprenticeship programs were available in 14 states, 11 states had other types of work-based learning policies for secondary students, and nine states had policies that subsidized postsecondary instruction for apprentices.

State Strategies to Scale Quality Work-Based Learning
What high-quality elements and benefits of WBL programs can states leverage to expand registered apprenticeship? Drawn from a policy academy roundtable convening of researchers and of experts, and six states, this resource highlights a framework’s four components for high-quality, high-demand WBL programs. These components include clearly articulated agreements with defined expectations among employers, participants, and education providers or intermediaries; authentic work experiences linked to structured learning; supervised work experiences with mentoring; and progress assessments and skills recognition that lead to credentials, employment, or training.

Health Care, Work-Based Learning, and Indigenous Americans in Jobs to Careers
WBL in the health care industry has the potential to address the needs of indigenous American learners from underserved rural communities. With WBL “as the cornerstone,” the Jobs to Careers partnerships developed accessible career paths for frontline health care staff. Specifically, the projects in Alaska, Arizona, and Hawaii used culturally aware and sensitive strategies “affirming the learner, fostering self-confidence about their personal value, heritage, and ability to make a meaningful contribution to their community.” The brief further describes strategies, like learning circles for understanding, community elders’ involvement and group learning to increase confidence and motivation, and the demystification of higher education, which all led to a greater sense of professionalism among Native employees. The strategies helped students and employers embrace WBL practices as an extension of the communities’ cultural framework.

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• Posted by: Placido Gomez
• Posted in: Workforce System Strategies