Rural innovations in work-based learning are described in a new publication from Advance CTE and its partners in the New Skills for Youth initiative. The report shares a number of examples of how states are helping their rural populations to engage in work-based learning, despite access, transportation and logistical challenges. These examples include Simulated Workplaces in West Virginia; mobile classrooms and labs in Montana, Nebraska and South Dakota; and virtual engagement in Louisiana, among others.
The publication recommends the following strategies for states to consider when diversifying their methods of work-based learning:
- Be creative when defining a “classroom“ and a “workplace”
- Share resources and access to employers through consortia and other partnerships
- Develop intermediaries who focus on engagement between business and education
- Support multiple, specific employer engagement strategies rather than trying to do everything with one program
Relatedly, National Skills Coalition has developed a toolkit on state policies that can increase access to and success of work-based learning for disadvantaged populations. Sample legislative language is given for five types of policies that would support earn-and-learn programs:
- Grant programs to fund organizations that act as intermediaries and facilitators of work-based learning
- A support fund to help disadvantaged populations participate in work-based learning
- Grants to help smaller employers start apprenticeship programs
- Tax credits to employers for apprenticeships, with an enhanced credit for apprentices from disadvantaged populations
- A tuition waiver for the postsecondary instruction component of apprenticeships, and a requirement that this instruction articulate with certificates and degrees
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