Work-based learning (WBL) is used interchangeably with other concepts such as work-related learning (WRL) and workplace learning (WPL). Work-integrated learning (WIL) considers WBL a subset within WIL. Some scholars and practitioners argue that WBL as a mode of learning is pedagogically incompatible with WRL, WPL, and WIL. WBL and WIL…

A study compared a number of features of apprenticeships in the 12 Member States of the European Union. The study showed that the apprentice contract or indenture has become an integral part of apprenticeship in all Member States. Admissions requirements for access to apprenticeshp, in general, are not high. Although it was an option open to those…

In view of the increasing emphasis on work experience in higher education (HE), a research project was undertaken to identify and compare current practices in the area of work-based learning in undergraduate programs. The study, which focused primarily on work experience in the United Kingdom, involved a literature review and site visits and…

Examines general education and vocational education as the main foci of post-compulsory education in the light of curriculum planning. Perspectives (academic, pragmatic, and polytechnical) on general education are shown to be rooted in more elaborately formulated theories than are perspectives (employment-based and school-based) on vocational…

This book examines and illustrates the process of transforming school-to-work into real learning for real work. In chapter 1, guidelines are presented for designing project-based learning programs that are both academically rigorous and grounded in community and workplace realities, and the attempts of three very different high schools to develop…

The preservice licensure and preparation of career and technical education (CTE) teachers was examined to determine whether changes in CTE teacher licensure requirements are necessary. Two overarching missions of CTE were identified. The first was traditional/tech prep (leading to employment). The second was a more general combination of education…

A process study was conducted between 2000-2001 in order to gauge the progress of 98 Connecticut institutions that received state school-to-career (STC) grants. Progress was measured against national averages. The following were among the findings: (1) grantees made significant progress in implementing fundamental STC components, such as career…

This document is intended to inform and advise the development and operation of campuswide information technology (IT) education and training programs at two-year colleges belonging to the EnterpriseOhio Network (EON). The report is based on information from the following sources: a comprehensive national literature review; an environmental scan…