600 Washington St. Recruitment of employer representatives should be focused on individuals who can provide a broad range of diverse employer perspectives and can devote the necessary time. A good strategy might be to start with WBL activities like guest speakers, workplace tours, or informational interviews that afford employers the opportunity to interact with students with minimal risk and a very modest commitment of time. The distribution list may include the full WBL database, but the frequency and length of the newsletter should be limited so that its arrival is welcomed. The key stakeholders required for implementing WBL activities may include (and will almost always include those marked with an asterisk): Implementation of a specific WBL activity usually includes the following steps: More detailed information, including suggestions for implementation, time lines, and resource materials can be found in each WBL activity chapter.
PDF Employer's Guide to Work-Based Learning Activities The audiences for WBL awareness outreach are much broader than the more targeted audience for recruiting hosts for internships in a specific occupation, for example, because awareness and word of mouth are powerful recruitment tools. Work-Based Learning Toolkits - Provides tools, and recommendations to address barriers to increasing opportunities for high school students, while also providing a wide range of real-world examples from across the state that can be modeled and replicated within local communities.. Multiple, unconnected, and unexpected requests from multiple sources for WBL participation risk turning off the employers enthusiasm for WBL and conveying the impression that local WBL efforts are disorganized and inefficient. P.O. The Washington State Apprenticeship and Training Council (WSATC) and theDepartment of Labor and Industriespromote a highly skilled and diverse workforce by developing and supporting apprenticeship training programs throughout the state. Both students and employers benefit from the experience. Exposure to careers through an individual WBL activity can be beneficial, but students attain best results when WBL activities are structured and sequenced over several years. Making sure the employer understands and accepts the responsibilities involved in participating in a specific WBL activity is the best way to avoid unpleasant surprises and ensure that implementation goes smoothly. Over time, the WBL coordinator should check in at least annually with the employers that have been most active in WBL to ask for their thoughts on the strengths and weaknesses of the local WBL programs and learn whether they have had continuing contact with students they met through WBL participation (e.g., summer jobs, part-time work, or full-time employment after college). WBL activities are structured opportunities for students to interact with employers or community partners either at school, at a worksite, or virtually, using technology to link students and employers in different locations. For those who do not enroll in collegeas well as for the many who do enroll but dont complete a degree or certificationemployment prospects are largely limited to low-wage jobs. Work-based learning for teachers: Students and employers are not the only ones who can benefit from WBL. Students can also seek assistance from the career development facilitator (CDF) at their high school. WBL should be integrated with classroom learning to help students draw connections between coursework and future careers. Question roulette. Work-based learning addresses a shared goal of educators and employers: preparing students with the knowledge and skills, including both . Conversely, learning from employers about any negative experiences can help in identifying changes that may be needed to ensure that future WBL activities lead to more positive experiences. Stay Current with Brookings Research and Events, Local service corps can address unemployment and community need, Meet the millions of young adults who are out of work, A closer look at low-wage workers across the country, What three high schoolers have to say on the transformative impact of youth apprenticeships, Going digital: How learning and employment records shape access to quality education and jobs, New legislation and research reaffirm the importance of regional public universities for local economies. They are of sufficient duration and depth to enable students to develop and demonstrate specific knowledge and skills and to make further education and career planning decisions.
Work-Based Learning | Iowa Department of Education Expand curricula by using workplaces as learning environments. For example, what works well in a larger, urban district may need to be scaled down to fit more rural communities that have fewer employers spread across greater distances. Promising Trends and Challenges in Work-Based Learning: A Market Scan of Organizations and Tools, Matt Greenfield, Managing Partner, Rethink Education, Katrina Stevens, Director of Learning Science, Chan Zuckerberg Initiative (written while Entrepreneur in Residence at JFFLabs), Center for Advanced Professional Studies (CAPS), Both tech-based and non-tech-based solutions in the field are offering students, Assessments and platforms are in development that, More programs are being designed to increase, Young people are using platforms to maintain and manage their own, Students who ask the classic question, When am I going to use this in my life? are not seeing the connections between what they are learning and possible careers.
Introduction to Work-Based Learning - FHI 360 Developing the soft skills, or interpersonal skills, necessary to thrive at work. They click on any of these positions to learn what skills are necessary to be successful at these jobs and click on potential next steps for gaining those skills or even applying for a job. For WBL activities that take place in the summer (e.g., student internships and teacher externships), the district or school may need to budget for related staffing and logistical costs and ensure appropriate staffing throughout implementation. Students who participate in work-based learning may: Show improved academic achievement; Have the opportunity to explore career options; Increase self-confidence; It is much easier to engage an employer in conversation about hosting a job shadow, for example, if the conversation does not have to start with explaining what WBL is all about, why it is important for students, and how it can benefit employers. Provide a framework and context for all WBL activities. Though there are promising technologies emerging, such as virtual and augmented reality, very few solutions currently use extended reality (the umbrella term for virtual and augmented tech) to provide opportunities for career preparation and training. Work-based learning (WBL) is a progressive, multi-year sequence of instructional activities that extends students' learning from school into a real-world, work-related context. Demonstrates the following critical-thinking and problem-solving skills: exercises sound reasoning and analytical thinking; makes judgments and explains perspectives based on evidence and previous findings; and uses knowledge, facts, and data to solve problems. They build on the interests developed in career awareness and exploration activities by providing more in-depth, hands-on experiences. Each state has different requirements for work-based learning programs, but many require a career seminar class to support student learning in tandem with on-the-job experiences. As we recover from this health and economic crisis, schools, workforce development programs, mayors, governors, business associations, and employers should develop and expand high-quality, relationship-rich work-based learning options as a pathway to greater economic opportunity. If we hope to improve work and career pipelines, we need more industry involvement because school budgets and priorities arent increasing any time soon, and resources arent flowing into other organizations that support work-based learning. They include opportunities for teachers to reflect on their experiences and determine how they will apply what they learn in their classrooms. Our market scan of K12 and postsecondary solutions revealed a number of promising trends in career exploration and work-based learning. Comprehends verbal, written, and visual information and instructions; listens effectively; observes non-verbal communication; articulates and presents ideas and information clearly and effectively both verbally and in written form; and uses technology appropriately for communication. Students play active roles in selecting and shaping the activities, based on their individual interests. Despite the wide variety of industries now facing increasingly complex workforce challenges, including a shortage of skilled workers, far too few employers have opened their offices and shop floors to help prepare the next generation of workers. Ideally, the employer and the coordinator could agree on a plan for participation in a variety of WBL activities at different times of the year. A sample WBL database template is provided in the Resources section of this introduction. The activity provides information about the types of careers available, the people in them and what they do, and the education and training required for those careers. Lesson 2: The Nuts and Bolts This brief is intended to allay concerns about perceived barriers to young peoples access to workplaces and to highlight the successes of employers who have opened their doors to high school students. The brief profiles employers within the Pathways to Prosperity Network who have found ways to provide young people with meaningful work experiences. Another promising program that minimizes training and resources on the employer side is the. The topics covered included entities that provide the CTE programs, the locations at which the CTE programs are offered to high school students, and work-based learning activities and employer involvement in CTE programs, as well as barriers preventing the school district from offering CTE programs and barriers to student participation in CTE . This manual is intended to help anyone responsible for implementing a WBL program: counselors; career advisors; school administrators; teachers; or other district and school staff members. Learners need to be gainfully employed throughout their internship or apprenticeships because most people cannot afford to work without pay while they participate in on-the-job training. Participating in WBL activities can improve teachers, counselors, and administrators capacity to guide students career development work by bringing actual work experiences into classrooms, counseling settings, and the larger school community. A robust WBL program has many moving parts: scheduling multiple WBL activities for students from multiple schools; recruiting employers to participate in multiple WBL activities; coordinating with school schedules; matching up students with employers according to students career interests and employer expectations; managing the logistical details of WBL activity implementation; ensuring that both students and employers are well-prepared for each WBL activity, providing for post-activity reflection and evaluation; and capturing lessons learned from implementation that can be used for continuous improvement.
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