The value of informal learning within work‐based learning: The economic benefits of WBL

Abstract

Recent updates to federal policy governing career and technical education (CTE) in the United States have emphasised the need to include work‐based learning (WBL) experiences as central components of CTE programming. Many of these experiences showcase an informal learning component which has strong ties to early career success as suggested by the Human Capital Theory. This study explores the following questions: What is the relationship between WBL and early career income? Are there differential relationships based on the type of WBL experience? The Education Longitudinal Study of 2002 (ELS) includes nationally representative data for student participation in WBL and early career income. We used school‐fixed effects and propensity score matching techniques to respond to our questions regarding the potential relationship between WBL participation and early career income. We found that students who participated in at least one WBL experience in high school could expect to have an average 7% higher income compared to non‐WBL participants. With respect to specific WBL experiences, job shadowing, community service, and mentoring had the largest positive relationship to higher early career income. Findings from this study indicate that participation in WBL experiences can have a positive impact on a high school graduate's college and career readiness as measured through early career income. Given the differential relationships observed for different types of WBL, schools, policymakers, and students should explore WBL options that best align with their personal goals.

Impact of a Cybersecurity Work-Related Course on Students' Career Thoughts and Attitudes

“…Career development spans a person's lifetime beginning in childhood and continues to retirement and is defined as "a concept designed to capture the dynamic, changing nature of career or work behavior" [13]. Life-span career developmental theorist, Dan Super, defined five life and career developmental stages, growth (age 0-14), exploration (age [15][16][17][18][19][20][21][22][23][24], establishment (age 25-44), maintenance (age 45-64), and decline (age 65+) [14]. Traditional college students fall within the exploration stage of Super's Life Rainbow where emerging adults [15] are developing vocational selfconcepts that reflect their occupation preference and ability level [13].…”

“…Orthogonal research includes career development based on early career income and workplace promotion. 2023 study investigated the relationship between work-based learning and students' early career income [21]. Using a dataset from the National Centre of Education Statistic (NCES), found high school students who participated in at least one workbased learning such as job shadowing, community service, cooperative education, internships could expect a 7% higher income than those who did not participate in work-based learning.…”

The Interplay of CTE Credit-Taking, Occupational Program Choice, and Full-Time Work Directly After High School

“…To evaluate the further preparation of students for work, the authors also examined their participation in Job-Related Strategies, including "Attended Career Day or Job Fair," "Participated in Internship or Apprenticeship," "Has Met High School Counselor," and "Number of School Job-Related Supporting Strategies." Attending a career day or job fair, and participating in an internship are two of the most common forms of work-based learning (WBL) associated with high school CTE in the United States, with clear benefits in academic and employment outcomes (Plasman & Thompson, 2023). The current federal funding legislation, Perkins V, has determined WBL a central component of CTE to prepare students to enter the workforce.…”