Ohio’s Future Workforce: Exploring the Transformative Power of Work-Based Learning 

Ohio policymakers—like their peers across the nation—have long grappled with how to bridge the gap between classroom instruction and the real-world application of skills to high-wage, in-demand jobs.

A new report out today, Strengthening Work-Based Learning in Ohio, focuses on work-based learning as one of the pillars of a successful college and career pathways strategy. The report is a collaboration with Ohio Excels and Workmorphis.

This is the third of three publications ExcelinEd worked on to support Ohio’s efforts to improve career pathways. The first was an analysis of Ohio’s current K-12 industry credentials, released in November 2022; the second looked at strengthening Ohio’s talent pipeline, released in February 2023.

This Ohio work-based learning report answers three key questions:

• What strides has Ohio made in advancing work-based learning initiatives, and what areas still require attention and improvement?
• How do opportunities and challenges surrounding work-based learning manifest in both public and private sectors, and what strategies can foster greater collaboration and synergy?
• How can Ohio ensure that all K-12 students have access to high-quality work-based learning experiences that empower them for success in the workforce?

Based on extensive engagement with Ohio’s public policy leaders, educators, employers and intermediary organizations, this report sheds new light on the nuanced landscape of work-based learning in the state.

Improvements are needed and also achievable. By understanding the current state of affairs, identifying opportunities for growth and addressing persistent challenges, Ohio can continue to foster a robust ecosystem of learning where every student has an opportunity to thrive.

Where Does Work-Based Learning Fit Within College and Career Pathways?

High-quality pathways—from K-12 education to postsecondary learning to the adult workforce—can provide students with the knowledge, skills and abilities to achieve long-term economic security. Along those pathways, students can master academic knowledge, gain technical and employability skills, earn postsecondary and industry credentials while in high school and apply their learning through partnerships with business and industry.

That last element is known as work-based learning (WBL). Despite its value, WBL has proven to be one of the most difficult components to implement and scale because it requires close collaboration between two sectors that have not always been strong partners: K-12 education and the business community.

Fortunately, Ohio has prioritized work-based learning as a critical experience for students, even embedding it in its career and technical education programs (CTE) and high school graduation pathways.

Work-Based Learning in Ohio: Two Distinct Approaches

While definitions of work-based learning vary from state to state, they typically feature a range of hands-on and applied learning experiences that can take place in schools, virtually and on-site with employers.

Ohio has adopted a two-pronged framework for its approach to work-based learning:

• Career Connections focuses on career awareness in grades K-5, exploration in grades 6-8 and planning in high school.
• Formal Work-Based Learning is typically for high school students and is part of the state’s graduation requirements and accountability systems.

Distinguishing between Career Connections and Formal WBL can be confusing. While the former captures experiences that students should have across their entire school careers, the latter is tied up in policy and regulations associated with graduation and narrow definitions of activities.

What Stakeholders Told Us About Ohio’s Current System

To identify opportunities for improving the quality of work-based learning experiences, it was crucial to hear from Ohio’s experts who regularly engage with students, families and employers.

In Spring 2023, we conducted a statewide stakeholder analysis by reaching out to more than 130 stakeholder groups and organizations across four key sectors. A sub-group of 26 organizations agreed to participate in a cross-sector input session, which was held virtually in July 2023.

Further, Ohio Excels and Workmorphis distributed an anonymous survey to stakeholders across the state, receiving a total of 217 responses.

Key findings from this multi-pronged outreach are summarized here:

• Stakeholders largely believe WBL can benefit—and should be available to—all students, but many agreed that this is not reality in many places across the state. They note specific challenges in reaching students from lower-income families and those with special needs.
• Even when employers understand the potential benefits of WBL, pressure to meet immediate workforce needs quickly can be at odds with longer-term talent pipeline strategies, such as WBL and career-connected learning. Some employers report challenges in designing high-quality experiences for students and in finding the right staff (with sufficient capacity) to supervise students.
• Stakeholders report challenges in navigating state policies and programs, including a lack of clarity about expectations for high-quality learning experiences.
• Stakeholders report gaps in awareness of—or access to—state funding sources, identifying “not enough funding opportunities” as their primary pain point. Most stakeholders believe they have exhausted all available state funding sources.

Solutions for Strengthening Work-Based Learning in Ohio

Based on stakeholder input, the report recommends a series of solutions that policymakers can use to strengthen high-quality work-based learning—and to prioritize it as part of every Ohio student’s K-12 experience, regardless of pathway or postsecondary plans.

1. Establish a cross-agency, cross-sector Work-Based Learning Leadership Council charged with providing a vision, strategic direction and ongoing evaluation of a K-16 Work-Based Learning continuum that is accessible to all students.
2. Provide stakeholders with the data and information they need to make sound decisions. This includes collecting and reporting on data related to quality and outcomes, not just completion of hours.
3. Invest in strategies that build local capacity to expand high-quality experiences. Work-based learning coordinators, career coaches and mentors can be critical to ensuring both students and employers see value in WBL.
4. Address common barriers to work-based learning. Strategies can include providing scholarship accounts for students to cover equipment and transportation; simplifying educator licensure requirements so that more industry experts can be in the classroom; and collaborating with business leaders to create and promote more work-based learning experiences to students.

Conclusion

Work-based learning is a catalyst for students looking to gain valuable experience and credentials before heading into careers or higher education. Our report highlights Ohio’s commitment to this vision while also raising key questions and identifying ways to improve WBL programs based on stakeholder feedback.

Ensuring every student has an opportunity to chart their career path through quality work-based learning is crucial to their success. We encourage policymakers and stakeholders to review the report’s recommendations and build upon Ohio’s existing framework.