In work-based learning (WBL), autodidactic, informal, nonformal, and formal approaches to learning are viewed not as dichotomous, distinct, or divergent spheres along a continuum but as intersected and clustered spheres. In WBL, prior learning, professional development, advanced standing, and other forms of learning are therefore formally…

During CONFINTEA VII's Panel 4: "Preparing adults for the future of work" and throughout the conference, participants grappled with crafting a "transformative agenda," where adult learning and education (ALE) prepares adults for future workplaces, education is viewed as an individual right and a common good, and sustainable…

Following the financial crisis and the ensuing economic downturn in the past decade, apprenticeship sparked renewed interest among policy-makers both in Brussels and the EU Member States. Since, European and national crisis management strategies have advocated apprenticeship both as a short-term solution to youth unemployment and a useful response…

Over the year, Advance CTE and the Association for Career and Technical Education (ACTE) tracked state activity, cataloged final state policy actions and categorized trends based on the policy areas of focus and today, published State Policies Impacting CTE: 2022 Year in Review. This year's report provides an analysis that spans 37 states who…

While their authority for program approval may vary from state to state, state boards of education should ensure that the secondary school career and technical education (CTE) programs are part of a continuum that prepares students for further education, training, and the workplace. By expanding apprenticeship programs, state boards can give…

This joint OECD-ILO publication provides guidance on how local and regional governments can foster business-education partnerships in apprenticeship programmes and other types of work-based learning, drawing on case studies across nine countries. There has been increasing interest in apprenticeships which combine on the job training with…

Work experiences are linked to positive post-school outcomes for youth and young adults with disabilities. Unfortunately, students who struggle to manage conflict and challenges in work settings have a difficult time maintaining employment. Though ecological assessments are used to create supported work plans surrounding socially inappropriate…

This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues.

This document outlines how effectively integrated student supports build or scaffold student competencies in five broad domains of learning for college, career, and civic readiness. Relevant supports are not limited to "services" or "programs" but extend to enabling resources and social conditions, including, for example,…

Employers interested in working with young people are often concerned about possible barriers that may limit youth's access to workplaces, such as labor laws and liability issues. Employers who eagerly partner with educators to provide guest speakers and company tours might nonetheless be hesitant to invite students into workplaces for experiences…

Numeracy is central to success at work and to educational progress. As "Numeracy Counts," the report of the NIACE Committee of Inquiry on Adult Numeracy Learning, pointed out, being numerate and understanding when to use maths is a vital part of being able to function in the world, as an employee, employer or entrepreneur, or as a citizen or…

It can be difficult for students to relate theoretical knowledge and practical skills when making the transition from the classroom to professional practice. The concept of coherence has been suggested as an appropriate way to address how the relationships involved (i.e. between theoretical knowledge and practical skills and between classroom…

Although a multitude of programs in higher education integrate formal pedagogy with practical work experience (e.g., internships, practicum, and cooperative education), their underlying logic is largely the same: to enhance the value of the learning experience through an integration of work and education. To date, however, there appears to be no…

Continuing education and training is an emerging priority for the nation's tertiary education and training system. Changing work, new work requirements, an ageing workforce and lengthening working lives are some of the factors now influencing this priority. Yet, many of the purposes and processes of the Australian tertiary education and training…

Operating a financial investment company in an unstable economy is not easy. But the right training at Vanguard ensures satisfied customers. The company made an investment of its own in learning and development that paid off big in 2009. The learning offerings, both innovative and efficient, keep its workers updated on strategies that bring…