The Role of Work-Based Learning in Developing Future Skills and Competencies for the Workforce in the Fourth Industrial Revolution

<p>The study investigated the impact of work-based learning on developing skills and competencies required for the Fourth Industrial Revolution. Educators must adapt to what students need to succeed in this era. In this study, seven participants who oversee or have overseen a portion of various work-based learning initiatives engaged in a semi-structured interview process. The interview questions inquired about teacher preparation, practical strategies, programs or models of work-based learning, challenges and limitations, sustainability, and the impacts of different work-based models on employability skill development. The results provide hope that work-based learning can play a crucial role in today’s more technologically advanced workplace. Participants emphasized the critical importance of students developing soft skills to meet the growing needs of the workforce and the rapid pace of advancement. Most participants also mentioned the importance of developing technical skills, which are job-specific knowledge and abilities, such as computing, and technology skills. Challenges and limitations encompass teacher resistance to change and a lack of resources, and employer engagement. Effective strategies for work-based learning models include developing stronger partnerships with industries, developing a continuum of programs (internships, co-ops, apprenticeships) with clear pathways aligned with student interests and career goals, updating the curriculum to reflect modern workforce skills, and providing ongoing professional development for teachers in soft skills and new technologies. Factors for sustainability include improving program management through better data analysis and teacher buy-in. Sustainability also involves continuously recruiting students, including minorities and students with disabilities. Policymakers and educational leaders must recognize work-based learning’s critical role in developing workforce-ready skills. Implementing these programs in K–12 education is imperative.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2024

Author dc:creator

• Johnson, Dorith

Contributors dc:contributor

• Dr. Angela Elkordy
• Dr. Geri Chesner
• Dr. Shaunti Knauth

• Work-Based Learning
• Fourth Industrial Revolution
• Education
• Vocational Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/882

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1939