PERCEIVED INFLUENCE OF WORK-BASED LEARNING ON STUDENTS’ EMPLOYMENT PROSPECTS

PERCEIVED INFLUENCE OF WORK-BASED LEARNING ON STUDENTS’ EMPLOYMENT PROSPECTS

Abstract:
Work-based learning (WBL) programs have gained significant attention as a means to bridge the gap between education and the demands of the workforce. This study aims to explore the perceived influence of work-based learning on students’ employment prospects. The research investigates the extent to which students believe that engaging in work-based learning activities positively impacts their employability and career advancement opportunities.

The study employs a mixed-methods design, combining qualitative interviews and quantitative surveys to gather data from a diverse sample of students enrolled in work-based learning programs across various educational institutions. The qualitative interviews aim to capture in-depth insights into students’ experiences, perspectives, and perceptions of how work-based learning has influenced their employment prospects. The quantitative survey measures the perceived impact of work-based learning on employability through a Likert-scale questionnaire.

Preliminary findings suggest that students perceive work-based learning as a valuable experience that enhances their employment prospects. Through hands-on practical training, exposure to real-world work environments, and the opportunity to develop industry-specific skills, students reported increased confidence, improved job readiness, and enhanced marketability to potential employers. Furthermore, students expressed that work-based learning helped them build professional networks, gain relevant work experience, and acquire transferable skills that are highly valued in the job market.

However, challenges and limitations were also identified. Some students highlighted the need for clearer communication and alignment between educational institutions and employers to ensure that work-based learning experiences align with industry needs. Additionally, issues related to pay equity, the availability of diverse work placements, and the need for comprehensive support structures for students during work-based learning programs were raised as areas requiring further attention.

This research contributes to the existing literature by providing insights into the perceived influence of work-based learning on students’ employment prospects. The findings suggest that work-based learning can positively impact students’ employability, preparing them for successful transitions from education to the workforce. The study’s implications can inform educational institutions, policymakers, and employers on ways to optimize work-based learning programs, ensuring they effectively prepare students for the demands of the job market and enhance their long-term career prospects.

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