Defining and Measuring Work-Based Learning
In the evolving landscape of career and technical education, establishing a clear and unified definition of work-based learning is essential to ensure consistent understanding and implementation across programs. Work-based learning experiences play a pivotal role in equipping students with real-world skills and experiences that help bridge the gap between education and employment.
Our Work
AIR, as part of the Region 1 Comprehensive Center, supported the New Hampshire Department of Education (NHED) to develop a common definition of work-based learning by analyzing existing definitions across the state organizations and engaging local stakeholders.
AIR created tools to help educators, employers, and students determine if their experiential learning met the definition of work-based learning experience. To help guide decisions on approaches to measuring student learning from work-based learning experiences, AIR analyzed local examples of measures from New Hampshire school districts.
Using the local examples and examples from other states and district, the AIR team engaged NHED leadership and work-based learning stakeholders through different approaches to measure student learning from work-based learning experiences and the key decisions needed to design a measurement approach. The project culminated in a work-based learning rubric to evaluate quality of work-based learning programs for continuous improvement.