Components of Comprehensive Work-based Learning (WBL) Programs

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Work-based learning (WBL) is defined as "learning skills, academic skills and employment skills by working in an actual work environment" by "Vocational Technology Education Research Center" (Alfeld, Charner, Johnson, & Watts, 2013, p.2). The concept of WBL comes from the 1994 Opportunity Opportunity Act (STWOA) that provides a temporary financial basis for high schools to develop plans to create or expand sustainable career preparation activities ( Halperin, 1994; Hughes, Bailey, & Karp), 2002). According to STWOA, every high school student has the opportunity to participate in a career exploration program regardless of parent's income; learning is claimed to be done in various scenes such as school, community, workplace. STWOA is the first important law motivating educators to consider the future education of all school students.

For high school educators who are interested in conducting a work-based learning program, focus should be on building quality student experience (Alfeld, 2015; Rodgers-Chapman and Darling-Hammond; 2013). The high quality WBL course has the following features. (A) Educators promise to provide students with strict academic programs related to professional experience and opportunities (Rogers-Chapman & Darling-Hammond, 2013), and (b) all powerful community partnerships (Alfeld, 2015); (c) provide opportunities for incorporating regular periodic students (Alfeld, 2015), d) Very suitable for school curriculum This combination includes evaluation of presentation of learning (Alfeld, 2015). The systematic implementation of the WBL program helps to unify the student's experience and a more accurate measure of the effectiveness of the program.

Work-Based Learning (WBL) - Provide students the opportunity to learn technology, academic and employment skills by working in a real work environment - perhaps preparing students for a future career. Therefore, the WBL should be the core element of the high-quality vocational education (CTE) program. The Vocational Technology Education Research Center (NRCCTE) uses data gathered through literature review, Web search, telephone interview, and field survey to clarify the conceptual framework of WBL technical support. The report looks at three major WBL models - internship / cooperative education, young apprentices and school business - to improve the WBL program through clear objectives to identify professional development, employer resources and WBL opportunities I will advise the leaders of each country.