Simulated Work-Based Learning
Overview
Work-based learning (WBL) has long been used in career and technical education (CTE) to allow students to practice the knowledge and skills they acquire in the classroom within a “real-world” business or industry setting. High-quality work placements reinforce school-based instruction by providing students with a context for applying academic theory with technical skills, and an authentic backdrop for learning the career-readiness (also described as employability) skills valued by employers. Simulated WBL aims to replicate workplace experiences by allowing students to immerse themselves in a realistic worksite activity without leaving campus (Lateef 2010). Simulations may be adopted for various reasons, including but not limited to the difficulty educators face in placing students with employers; logistical issues, such as the geographical isolation of rural providers or scheduling challenges that limit students’ ability to travel; safety or insurance issues that restrict students’ access or engagement; and labor laws, which may prohibit underage students from working.
Simulated Work-Based Learning - Instructional Approaches and Noteworthy Practices
Work-based learning (WBL) has long been used in career and technical education (CTE) to allow students to practice the knowledge and skills they acquire in the classroom within a “real-world” business or industry setting. High-quality work placements reinforce school-based instruction by providing students with a context for applying academic theory with technical skills, and an authentic backdrop for learning the career-readiness (also described as employability) skills valued by employers. Simulated WBL aims to replicate workplace experiences by allowing students to immerse themselves in a realistic worksite activity without leaving campus (Lateef 2010). Simulations may be adopted for various reasons, including but not limited to the difficulty educators face in placing students with employers; logistical issues, such as the geographical isolation of rural providers or scheduling challenges that limit students’ ability to travel; safety or insurance issues that restrict students’ access or engagement; and labor laws, which may prohibit underage students from working.