I L O I L O

SCIENCE AND TECHNOLOGY

UNIVERSITY

Unit 1
Overview of Work-Based Learning

INTRODUCTION

Work – based learning is a good preparation for students especially to those who
will practice actual industry practices. This will strengthen their competencies and
broaden their knowledge as a trainer.

In this unit, it presents the introduction to work – based learning: definition,

characteristics, and also its importance. This will also cover the different types of work –
based learning which will be discussed in-depth. Lastly, it will discuss the work – based
learning pathway.

Introduction to Work-
CONTEN Based Learning
T
Types of Work-Based
Learning

Work-Based Learning
Pathway
 LESSON

Introduction to Work-Based 1
Learning
Learning Outcomes:
At the end of the lesson, the students must have:
o defined work-based learning;
o enumerated the objectives of work-based learning; and
o stated the purpose of work-based learning.

WORK-BASED LEARNING

DEFINITION

Work-based learning is an educational method that immerses students

in the workplace, prompting them to learn about the environment in which
they’ll be working, and to complete typical tasks for the company. It offers real-
life, practical work experiences, to better prepare the student for the
challenging world of employment—a merging of theory with practice.

A quality work-based learning program, when feasible, should be an integral part

of a more comprehensive program that integrates academic courses and career
technical education. Students benefit from work-based learning that connects to
classroom instruction.

Work-based learning is being linked to Work-Based Training which is one of the

best components of Competency-based training. This a method or training that aims for
the acquisition of competencies that is related to the actual industry practices. Through
this mode, students can enhance and concretize their skills which are learned in school.

Work-Based Training is a training delivery mode by which trainees are exposed

in the workplace. Training shall be done in coordination with Industry/Training provider
thru a Memorandum of Agreement/Training Agreement by ILDO (Industry, Linkages,
and Development Office). This training includes the making of training plan which is
agreed and approved by both parties. A training plan will serve as a guide in the
conduct of training in the workplace.

Work place refers to industry and school-based activities link IGP, Entrepreneurial
Activities like production of pastries and others.

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OBJECTIVES

The objectives of the Work-Based Training are as follows:

o To expand and enhance the trainees’ learning through planned career
experiences in an actual work setting;
o To help the trainees make the transition from school to work and career;
o To teach the environment of work;
o To increase the trainees’ awareness and appreciation of the relevance of
basic, common and core competencies as they apply to their
qualification/occupational choice;
o To provide the trainees with opportunities for potential career placement in
their occupational choices;
o To project a positive image for trainees through involvement in business
and industry.

In addition to the objectives stated above, work-based learning goals was

expanded by other countries:

Broaden student access:

Improve policies, trainings and tools that help districts offer more
opportunities

Deepen learning experiences:

Increase the focus on 21st Century skills, such as critical thinking and
communication and on “soft skills” together with academics

Engage communities:
Help communities convene to plan for systematic, sequential learning
experiences

PURPOSE

Work-based learning solves a problem that many jobseekers face: It’s hard to get
a job without previous work experience, and it’s hard to get work experience without a
job.

In work-based learning programs, young people and adults alike can get the
experience employers are seeking and gain the skills and credentials they need to enter

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and succeed in careers. Workplace learning experiences are beneficial for all students
but can be especially useful for low-income students, people who have jobs but lack the
skills necessary for better-paying positions, and opportunity youth who may otherwise
not have access to the educational opportunities, professional networks, and social
capital that often play a critical role in career success.

BENEFITS OF WORK-BASED LEARNING TO STUDENTS AND WORKERS

Gain exposure to the world of work

Participants in work-based learning programs develop skills that employers’
value but may be difficult to acquire in classroom settings. These include not only
technical skills but also professional skills, such as the ability to work as a member
of a team, an awareness of the need to be proactive, and an understanding of
workplace expectations.

Get firsthand involvement in specific occupations or industries

Work-based learning gives people an opportunity to immerse themselves in a
particular field and interact with professionals who have worked in it for years. This
type of experience can help people make decisions about their long-term career
goals.

Gain experience that reinforces academic instruction

In work-based learning programs, participants can apply the lessons they
learn in the classroom to real-world situations. As a result, they are more likely to
master and retain the material, and they are able to demonstrate their new skills in
a concrete way.

Get a paying job that may become permanent

In some work-based learning programs, such as apprenticeships,
participants work in paid jobs that last for the duration of the program and may
even lead to full-time positions at the organization. But whether or not they result in
permanent employment, all work-based learning experiences yield long-term
career benefits because participants acquire skills that they can add to their
resumes.

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 Characteristics and Importance of LESSON

Work-Based Learning
Learning Outcomes:
2
At the end of the lesson, the students must have:
o stated the characteristics of work-based learning;
o identified the benefits of work-based learning to the community; and
o illustrated the importance of work-based learning.

CHARACTERISTICS

A high-quality work-based learning program includes the following characteristics:

a. Clear roles and responsibilities for worksite supervisors, mentors,
teachers, support personnel, and other partners;
b. Training plans that specify learning goals tailored to individual youth with
specific outcomes connected to their learning;
c. Opportunities for a range of work-based learning experiences, especially
those outside traditional youth employing industries such as hospitality and
retail;
d. Assessments to identify skills, interests, and support needs at the
worksite;
e. Reinforcement of work-based learning outside of work; and
f. Appropriate academic, social, and administrative support for youth,
employers, and all involved.

BENEFITS OF WORK-BASED LEARNING EXPERIENCES FOR STATE AGENCIES,

LOCAL SERVICE PROVIDERS, EMPLOYERS, AND THE LOCAL ECONOMY
Making education more relevant
Work-based learning experiences can be a valuable component of specially
designed instruction for students. Research has found that students in work-
based learning programs complete related coursework at high rates and have
higher attendance and graduation rates than those not enrolled in such programs.

Allowing employers to tap into a pool of skilled workers

Work-based learning experiences motivate potential employees and future
employers to hire job ready individuals, which reduces training costs and improves
employee retention. Establishing collaboration among schools and employers lead
to a more productive local economy and, ultimately, builds thriving communities.

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 Recognizing the shared responsibilities for a successful work experience
Quality work experiences are especially dependent on all participants’
knowledge and fulfillment of their roles in the arrangement for a work-based
learning experience. Students must perform job responsibilities, transition
specialists must orient students to the workplace, their roles and responsibilities;
and employers must provide clear, detailed, and repeated directions to teach skills
needed for successful job performance.

Assisting State agencies to meet requirements of Federal and State laws

Transition services are provided to students with disabilities under the
Individuals with Disabilities Education Act (IDEA) and to students and youth with
disabilities under the Rehabilitation of 1973, as amended by WIOA. These laws
are authorized to help meet the needs of students with disabilities and prepare
them to obtain direct employment or a career path leading to employment. Work-
based learning experiences may be used by schools and vocational rehabilitation
(VR) agencies to help meet requirements for providing pre-employment transition
services and transition services under WIOA, and transition services under IDEA.

Strengthening community partnerships

Through partnerships with State agencies, including State educational
agencies and State VR agencies, schools, worksites, businesses, families and
community organizations, communities can create opportunities to develop
transferrable skills to prepare for postsecondary education and employment.

Work-based learning experiences impact leadership development and

genuinely engage people in their communities
Beyond the specific benefits to individuals and to the agencies and
employers mentioned, leadership development can foster the voices of youth with
disabilities in the decision-making processes that affect them. It improves soft
skills, which many employers view as important to work readiness. It also
encourages employers and agencies to better coordinate and better engage with
all members of their community, helping them to provide better services.

IMPORTANCE

As a concept, work-based learning has been around for the past few years and
has proven to be very effective for many industries. There are many benefits when it
comes to it and many people believe that work-based learning is the main reason why
businesses around Europe are able to move forward to fast.

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 But exactly what is work-based learning and why is it so important for today’s
business world? A large amount of people actually believes that work-based learning is
something like professional orientation. Although the two might be similar in many
cases, they are not the same thing.

Professional orientation is the process during which an employee receives new

information about a job that they have never done before, or receives information about
a new position that they are about to transfer to. Work-based learning is not like that.

Work-based learning as all about evolving your knowledge on your current field,
and making sure that you are going to learn every new thing there is to know, to make
your results better and your job more efficient. For example, a person who works as a
marketer and is about to transfer to another department will go through professional
orientation.

If a person works as a marketer and starts receiving lessons through the company
about the new trends, software and pretty much anything else they can use to make
their work better, that is work-based learning.

The benefits of work-based learning are not just about the results of the work itself.
Although people love to learn more and make their results better, no one is going to do
that at home. When you go through 8 hours of sitting in front of your computer at the
office, as soon as you arrive home, you will want to relax, not start studying again.

Work-based learning is going to give employees the opportunity to learn at

work. As a result, they will view the business as a place of learning and earning. This
will lead to them acquiring new respect for the business and of course take this
opportunity to try and help the business grow.

The most important benefit of work-based learning is the fact that it gives
employees the opportunity to focus on their own professional evolution. It is
important for every company and every business to try and make their employees feel
like they can evolve while they work. They have the time to think about their options
regarding their professional choices, upgrade their work and take the next step towards
a bright career.

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 LESSON

Types of Work-Based Learning

Learning Outcomes:
3
At the end of the lesson, the students must have:
o enumerated the different types of work-based learning; and
o compared and contrasted the different types of work-based
learning.

JOB SHADOWING

Job shadowing is a school-supervised career exploration activity wherein trainees

visit worksites and “shadow” employees as they perform their jobs. It emphasizes on the
observation of the workplace and not participating as a productive worker. Job
shadowing allows a student, employee, or intern to gain comprehensive knowledge
about what an employee who holds a particular job does every day. Job shadowing
provides a far richer experience than reading a job description or doing an informational
interview during which an employee describes their work.

When Is Job Shadowing Most Important and Effective?

Job shadowing is effective for any job in which the seeing is more graphic than the
telling, or when the seeing is an important component of the learning. When job
shadowing, the individual sees the actual performance of the job in action. But, in job
shadowing, the participant also sees and experiences the nuances of how the service is
provided or the job performed.

The participant experiences the employee’s approach, the interpersonal interaction

required, the steps and actions necessary, and the components needed to effectively
perform the job that the employee might never think to mention.

While all jobs can have a component of job shadowing as part of their training and
employee development plan, job shadowing is especially effective for jobs such as
these:

o Restaurant employees: serving staff, bartenders, cooks, chefs, bus persons,

cashiers, hosts.

o Medical professions: physical therapy, occupational therapy, nursing,

physicians, radiologists, surgeons.

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 o Manufacturing jobs: supervisors, quality control, skilled trades employees,
machine operators, tool and die makers, machinists.

o Administration: receptionists, administrative assistants, secretaries, clerks.

o Skilled Trades: carpenters, painters, woodworkers, electricians, plumbers,

heating and cooling technicians.

o Product development and go to market including computer programming,

market research, marketing, sales, customer service, technical support, user
experience testing, quality control.

These examples demonstrate the types of jobs in which learning by job shadowing
is an essential component. But, learning in any job is enhanced by a component of job
shadowing.

So, don’t automatically eliminate, for example, positions such as a management

job, Human Resources, supervision, finance, and executive leadership. All jobs have
components that are best learned by seeing the job in action.

A job shadowing employee can attend meetings, participate in brainstorming

sessions, take notes during planning sessions, debrief job candidates, and participate in
a variety of non-confidential activities.

When Is Job Shadowing Essential?

Finally, job shadowing becomes essential when an employee is trained internally
for their next role. For example, the HR manager shadows the HR director when the
director is expecting a promotion to vice president; an HR assistant shadows the HR
generalist when the generalist expects a promotion to HR manager.

In a manufacturing company, the press operator cannot receive a promotion to a

supervisory role unless he has trained a press operator to replace him. Training starts
with job shadowing so the replacement employee understands the big picture before
working to operate the ten-ton press.

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INTERNSHIP

Internships help trainees move from school to workplace by offering “hands-on”

learning, in real work settings, over a relatively long period of time. They are school-
supervised and may be paid or unpaid. An internship gives a student the opportunity for
career exploration and development, and to learn new skills. It offers the employer the
opportunity to bring new ideas and energy into the workplace, develop talent and
potentially build a pipeline for future full-time employees.

A quality internship:
o Consists of a part-time or full-time work schedule that includes no more than
25% clerical or administrative duties.
o Provides a clear job/project description for the work experience.
o Orients the student to the organization, its culture and proposed work
assignments.
o Helps the student develop and achieve learning goals.
o Offers regular feedback to the student intern.

BENEFITS OF AN INTERNSHIP
Career Exploration
 Learn about a career field from the inside and decide if this is the right career
field for you
 Work alongside a professional in your chosen career area
 Observe the workplace and see if it matches expectations
 Gain knowledge about a specific industry

Leadership and Skill Development

 Experience - One of the recurring themes in any entry level job search is lack
of experience. "Where do I get experience if no one is willing to hire me?"
The answer is simple: Get an internship!
 Learn new skills and add to your knowledge base while gaining confidence in
your abilities
 Opportunity to practice communication and teamwork skills
 Provide evidence that you have initiative, are reliable, and have a sense of
responsibility
 Apply some of the ideas learned in school and provide a bridge between
school and the professional world
 Achieve a sense of accomplishment by contributing to an organization

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  An internship offers you the chance to learn by doing in a setting where you
are supervised by a work-place professional and have the opportunity to
achieve your own learning goals, without the responsibilities of being a
permanent employee.

Networking and Establishing Mentors and References

 Meet new people and practice networking skills while establishing a network
of professional contacts, mentors, and references
 Open to door to advice on the next steps to take on your career path

Resume Enhancements
 Gain valuable experience and accomplishments to add to your resume
and/or enhance your application to graduate school
 Create an advantage over other job or graduate school applicants
 Potential for a full-time job offer at the end of the internship based on your
performance

APPRENTICESHIP PROGRAM

This is a training and employment program involving a contract between an

apprentice and an employer on an approved apprenticeable occupation. This program
aims to provide mechanism that will ensure availability of qualified skilled workers based
on industry requirements. Apprenticeship program covers a short period of time only:
from a minimum of four months and a maximum of six months.

The objectives of apprenticeship program are as follows:

o To help meet the demand of the economy for trained manpower;

o To establish a national apprenticeship program through the participation of

employers, workers and government and non-government agencies; and

o To establish apprenticeship standards for the protection of apprentices.

Advantages of Apprenticeship Program

Apprenticeships are structured training programs which gives a chance to work
(literally) towards a qualification of apprentices. Companies or industries will help

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 apprentices gain the skills and knowledge that they need. Getting into employment
earlier means there’s lots of potential for apprentices to progress in their career quickly.

Apprenticeships give apprentices fantastic experience in the working world and

show employers that they can ‘hit the ground running’. Hands-on training gives them a
real chance to put their skills into practice and helps them to gain more confidence in a
working environment.

Apprentices can earn while learning. That’s right! No student loans, no tuition fees,
and, hopefully, no debt. They will be paid a salary by your employer, and the
government tends to cover the cost of the training for most young people.

LEADERSHIP PROGRAM

Leadership program is a practical training on-the-job for approved learnable

occupations, for a period not exceeding three months. Learnership involves training in
semi-skilled industries which need not be supplemented by related theoretical
instructions. It is only available for non-apprenticeable jobs, and only when no
experienced workers are available. An example of which are the learnership programs
for hairdressing and cosmetics. Both, however, are under the direct supervision of the
Technical Education and Skills Development Authority (TESDA) and employers seeking
to perfect learnership and apprenticeship agreements must secure the approval of the
TESDA beforehand

DUAL TRAINING SYSTEM

Dual Training System is an instructional mode of delivery for technology-based

education and training in which learning takes place alternately in two venues: the
school or training center and the company.

One of the strategic approaches on this program is the conversion of selected

industry practices/ programs registered under the apprenticeship program into DTS
modality.

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Objectives
To strengthen manpower education and training in the Philippines by
institutionalizing the DTS as an instructional delivery system of technical and vocational
education and training (TVET).

BENEFITS OF THE DUAL TRAINING SYSTEM

For Students
 Quality training and proper skills, work attitude and knowledge
 Enhanced employability after training
 Better chances for career mobility
 Allowance for transportation and other expenses

For Companies
 Workers developed according to the company's needs
 Guaranteed highly skilled and productive workers
 Savings on production cost through tax incentives

For Schools
 Less need for sophisticated equipment and facilities
 Responsiveness to industries' needs
 Maximized use of equipment and facilities
 Better employment opportunities for its graduates
 Enhanced public image
 Tax exemption for imported equipment

Coverage of DTS
 Participants in the dual training system include duly accredited:
 Public and private educational institutions/training centers
 Agricultural, industrial and business establishments

DTS Accreditation Procedures

 Schools or training centers and business establishments interested in adopting

the dual training system must apply for accreditation with TESDA.

 Accreditation is necessary to ensure quality training and prevent abuses in

program implementation.

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  To qualify for accreditation, the school or training center must have the
necessary facilities, equipment, qualified teachers, and training plan.

 To become a DTS cooperator, a company must apply for accreditation through

an accredited school. The company accepting trainees must have the
necessary equipment and workshop areas for hands-on training, qualified
trainers, and training plan.

SCHOOL-BASED ENTERPRISE

School-based enterprises involves trainees in the management of a business that

produces or sells goods and services as part of a school program. SBE activities help
trainees increase their skills in problem solving, business operations, times
management, and working in team. The SBE is typically located at school and it is
popular work-based strategy for school districts without access to many local
employers.

SBEs provide realistic and practical learning experiences that reinforce classroom
instruction. SBEs can sell to consumers through a permanent location, a mobile kiosk or
through Internet marketing. Products may include spirit wear, food and beverage items,
school supplies, signs and banners and more, while other SBEs provide services such
as creative design, advertising sales and more.

School-based enterprises are effective educational tools in helping to prepare

students for the transition from school to work or college. For many students, they
provide the first work experience; for others, they provide an opportunity to build
management, supervision and leadership skills.

BENEFITS OF SCHOOL-BASED ENTERPRISE TO STUDENTS

 Job interview experience
 Hands-on learning
 Work-based experience in all aspects of a business (inventory, marketing,
accounting and more)
 Tailored classroom education that integrates with the work experience
 Interpersonal skills such as stronger communication, self-confidence and
problem-solving
 Revenue to support special projects or school programs
 Pre-employment training that prepares students for the workforce

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 LESSON

Work-Based Learning Pathway

Learning Outcomes:
4
At the end of the lesson, the students must have:
o explained the work-based learning path way; and
o illustrated a work-based learning pathway.

A learning pathway is the way an individual navigates their knowledge and skill
development, growth and life experience through formal and informal education and
training across their personal and professional lives.

Learning can be a positive and rewarding experience, yet it is not always so in the
workplace. Organizational learning is a contributing factor in the achievement of
organizational goals and objectives, the retention of key staff, staff engagement, morale
and discretionary effort. It is often undervalued due the difficulties in evaluating
development related return on investment but can be a defining catalyst for business
success.

Build a learning pathway framework

The development of learning pathways requires the balancing of several elements.
A pathway is at is simplest the method of progressing from the current situation to that
described by the learning outcome. Is the answer to the question of how an organization
will get its people from now to the desired future and requires the design of
complementary learning initiatives that will sequentially step participants toward the
learning outcomes?

The most effective learning pathways cover five stages:

1. Identify the goals, outcomes or objectives for work-based learning
2. Identify job tasks and activities to be included in the learning process outlining
the steps that need to be learned
3. Logically sequence job tasks and activities to reflect learner incremental
development
4. Involve experienced co-workers and experts to perform, model or demonstrate
tasks to the learner
5. Integrate opportunities for learner practice

Considerations throughout this process include the implications of learning at

work, the selection and integration of offsite learning and the need to obtain the
endorsement of relevant stakeholders.

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