work based learning ohio department of education

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

New report examines the status of work-based learning in Ohio and how policymakers can forge better pathways to economic success.

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.

• 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.
• 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.
• 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.
• 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.

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.

Solution Areas:

Related posts, skills for success: exploring state-level perkins grant plans to empower students and workers, the future of education policy: 7 trends state lawmakers need to know for 2024 , what students and teachers think about stem, ai and jobs of the future, federal broadband implementation requires next-gen workforce.

Work-Based Learning

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Many students are unaware of the different career-focused opportunities available to them. To provide authentic learning experiences that link academic, technical and professional skills and close the knowledge gap, Ohio has launched work-based learning experiences.

Southwest and West Tech Prep Regional Work-Based Learning Collaboration

State Initiatives

• Session One (10/24/22) –  PPT    RECORDING
• Session Two (11/14/22) – PPT   RECORDING
• Session Three (12/12/22) – RECORDING
• Work-Based Learning Resource Submission Form
• WBL SW-W Region Project_ spreadsheet
• State Supported Internships
• Senate Bill 166 – Tax Incentive for Work-based Learning
• ApprenticeOhio

Business and education partners work together to evaluate and supervise the experience, which must be documented with training or learning plans and evaluation forms.

Experiential Learning Opportunities can come in many forms for both students and educators:

• Hands-on Workshops
• Internships
• Student Experienceships Flyer
• Teacher Externships – MEEP Program
• Pre-apprenticeships start with career exploration and career experience in high school. Apprenticeships build valuable skills and can lead to college and great careers.
• Find more information on work-based learning options in this overview!
• Additional resources:   Apprentice webinar slides

Relationships. Commitment. Results.

ODE Releases Guidance on Remote Learning for the 2021-22 School Year

Megan greulich april 5, 2021.

On April 1, 2021, the Ohio Department of Education (“ODE”) released much-anticipated guidance regarding remote learning options for the 2021-22 school year. While legislative action to address continuation of remote learning options for the upcoming school year remains uncertain, ODE’s guidance outlines the options that exist under current law for districts wishing to continue remote learning options for students. These options will remain once the Remote Learning Plan option, which was created to address challenges associated with the Covid-19 pandemic during the 2020-21 school year, ends.

ODE’s guidance – available here – addresses four options that currently exist under Ohio law, including (1) alternative schools, (2) blended learning, (3) credit flexibility, and (4) the innovation education pilot program. Each option carries with it different procedural requirements for implementation, and districts should be aware that the remote learning options available under these programs will not provide the same level of flexibility as exists under the current temporary remote learning plans. ODE’s guidance includes a comparison chart detailing the general information about eligibility, required components, and impacts of each option, but districts are encouraged to work with legal counsel to determine which option is most appropriate to accomplish district goals. There are a few key points to note about the available options.

Alternative Schools

Authority for establishment of alternative schools is set forth under Ohio Revised Code Section (RC) 3313.533 , which requires adoption of a board resolution addressing required components set forth in the statute. While alternative schools are an option for providing remote learning, they are structured to serve a limited student population, including students who are on suspension, having truancy problems, experiencing academic failure, have a history of class disruption, exhibiting other academic or behavioral problems, or who have been discharged or released from the custody of the Department of Youth Services. While this option would allow for remote learning for students falling within these groups, it does not provide a remote learning option that can be made available to all district students.

Blended Learning

Authority for establishment of blended learning is set forth under RC 3302.41 and Ohio Administrative Code Rule (OAC) 3301-35-03 , which require submission of a blended learning declaration to ODE and adoption of policies and procedures as outlined in the Rule, which must be submitted with the blended learning declaration. By definition, blended learning requires a combination of school-based learning and remote online learning, and as a result, does not provide an all-remote option. There is, however, no limitation on the amount of remote versus school-based learning that must occur under a blended learning model.

More information on blended learning and access to the blended learning declaration form are available here. This year’s submission deadline for blended learning declarations is July 1, 2021. As a result, districts wishing to move forward with this option will need to develop required policies and procedures to submit to ODE with the declaration form by that date.

Credit Flexibility

Credit flexibility is addressed under RC 3313.603 and OAC 3301-35-01 . Districts already should have policies and procedures in place addressing credit flexibility, which serves as an alternative option for earning graduation credit through personalized plans for each student. While this provides a remote learning option, it does not provide the same one-size-fits-all approach  permitted by temporary remote learning plans. Credit flexibility requires development of customized plans for each participating student and monitoring of the student’s progress on his/her plan. Additionally, credit flexibility cannot be the sole instructional delivery method for a student.

There also are a number of other important considerations associated with implementation of credit flexibility. For example, potential impacts on athletic eligibility requirements and district obligations related to the use of credit flexibility by students with disabilities should be considered in plan development. ODE provides a number of helpful guidance documents regarding credit flexibility, which are available here , in addition to its web conference series on the topic, which can be accessed here .

Innovation Education Pilot Program

Authority for implementation of an innovation education pilot program is set forth under RC 3302.07 and OAC 3301-46-01 , which  allows a district to submit an application to ODE proposing an innovation pilot program. The Rule provides that “‘innovation means a new, experimental or disruptive educational approach that is developed based on an identified need and seeks continuous improvement in student achievement or student growth,” and lists the specific items that must be included in a district’s application, including, among others, exemptions from specific statutory provisions or rules that are necessary to carry out the program. It is important to note that this option requires the written consent of any applicable teachers’ union to be submitted to ODE along with the district’s application.

ODE has the authority to approve or deny innovation pilot program applications, and this option must be renewed each school year. Additionally, there are limitations on the statutory exemptions that can be proposed through innovation pilot program applications. These limitations are addressed in ODE’s comparison chart.

Regardless of your plans, it is important to work with legal counsel to determine which approach is most appropriate to meet your district’s goals and to ensure that all procedural requirements are met in pursuing the selected option(s). We will continue to keep you updated on any remote learning option developments as they occur. Please reach out to us here .

Megan Greulich  is an attorney at  Walter Haverfield  who focuses her practice on  education law . She can be reached at  [email protected]  or at 614-246-2263.

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01.25.23   |   Insights

Employers Take Note: Ohio’s Tax Credit Certificate Program for Work-Based Learning Experiences Can Reduce Tax Liabilities

Ohio Senate Bill 166 , as enacted March 23, 2022, and amended September 23, 2022, by the 134th General Assembly, established the Tax Credit Certificate Program for Work-Based Learning Experiences (“Tax Credit Incentive Program”).

WHAT IS THE TAX CREDIT INCENTIVE PROGRAM?

The Tax Credit Incentive Program is a program designed to incentivize businesses to provide work-based learning experiences, including but not limited to internships and apprenticeships, to students in approved career-technical programs by providing a tax credit to eligible businesses that employ eligible career-technical students.

WHAT IS THE TAX INCENTIVE?

Under the Tax Credit Incentive Program, businesses that obtain a “Tax Credit Certificate” issued under Section 5747.057 of the Ohio Revised Code are eligible to receive a nonrefundable tax credit against their aggregate tax liability. The available tax credit will be the lesser of $5,000 per eligible student/employee, or 15% of the eligible compensation paid to all eligible students/employees during the calendar year, not to exceed $5,000,000 in any fiscal biennium. The first biennial period expires on June 30, 2023, and the next biennial period will run from July 1, 2023, to June 30, 2025.

WHO QUALIFIES TO PARTICIPATE IN THE TAX CREDIT INCENTIVE PROGRAM?

Any employer who is a taxpayer or a pass-through entity, such as a limited liability company, and who is subject to Ohio’s income tax and employs an “eligible employee,” is eligible to apply to the Ohio Department of Education for a Tax Credit Certificate. An “eligible employee” is an employee who is nineteen years of age or younger and enrolled in an approved career-technical program. To learn more about how to partner with students in approved career-technical pathways, contact local schools in your community or the Ohio Department of Education .

HOW DO YOU OBTAIN A TAX CREDIT CERTIFICATE?

Eligible employers can initiate the process to obtain a Tax Credit Certificate by following the application process set forth by the Ohio Department of Education. More information regarding the application and the application process can be found here . The application must be made on or after the first day of January and on or before the first day of February of each year and the information requested in the application must be for the calendar year preceding the year in which the application is made.

When completing the application, in addition to setting forth required information such as personal identifiers for the employee/student and the name, address, and contact information of the proposed employer, employers must also provide a description of the employee/student’s duties as part of the work-based learning experience. The Ohio Department of Education has identified six types of work-based experiences for employers to offer. Any one or more of the following qualifies:

• Job Site Placement and Internship – The student may be a paid employee or a non-paid intern. The student is provided with the opportunity to develop the skills necessary for the operation of the business. The work occurs off-site and can take place during school hours or when school is not in session;
• Apprenticeship and Pre-Apprenticeship – Apprentices must be at least 16 years of age, except when a higher minimum age is fixed by law, and they must be participating in an approved registered apprenticeship program to learn a skilled occupation, pursuant to a registered apprenticeship agreement;
• Remote or Virtual Placement – The work is completed outside of the business setting as a paid employee or non-paid intern. The student is provided with the opportunity to develop the skills necessary for the operation of the business;
• Entrepreneurship – The student operates individual businesses or services that align with the career field in which he or she is concentrating;
• School-Based Enterprise – The student operates individual businesses or services that align with the career field in which he or she is concentrating. The school can structure the experience as a student partnership or cooperative. The experience can occur during school hours or when school is not in session; and/or
• Simulated Work Environment – The simulated work environment gives the student the opportunity to build on more complex activities that can prepare the student for the workplace, postsecondary education, or both. Simulated work environments can occur during school hours or when school is not in session.

A more detailed explanation of the possible work-based experiences can be found here . Once the application is submitted to the Ohio Department of Education, if approved, a Tax Credit Certificate will be issued within 60 days of submission of the application. To receive the tax credit, the eligible employer must submit its tax credit certificate when filing its annual Ohio income tax return.

EMPLOYMENT LAW CONSIDERATIONS

Under Ohio law, students participating in a career-technical or STEM program approved by the Ohio Department of Education may be exempt from certain Ohio minor labor laws. The rules relating to these exemptions are very detailed and employers should apply for the exemptions only after consulting with legal counsel, as federal minor labor laws must also be considered.

If you are interested in participating in the Tax Credit Certificate Program, the attorneys at Critchfield, Critchfield & Johnston practice in the areas of business and employment law and can help ensure that you not only have the appropriate legal agreements in place but also that your proposed work-based learning experience plan is in compliance with the relevant state and federal minor labor laws.

Tagged In: Apprenticeship Employment & Labor Employment Law Internship Tax Credit

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Work-Based Learning

Work-based learning (wbl).

Work-Based Learning is sustained and progressively intensive interactions with employers or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, first-hand engagement with the tasks required of a given career field, that are aligned to curriculum, instruction, and Career and Technical Education (CTE) Program standards.

WBL Employer Resources

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WBL Coordinator Tool Kit

The  Work Based Learning Tool Kit (Managing Your Risk)   has been developed to assist school district staff with consistent directions and procedures for designing and implementing appropriate solutions when students are placed in work site situations.  WBL sample forms can be found here too, such as:

• Sample In-District CTE & Transition Placement Agreement
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• Michigan Department of Education Work-Based Learning Manual
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Relationships education, relationships and sex education (rse) and health education.

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About this guidance, introduction to requirements, relationships education (primary), relationships and sex education (rse) (secondary), physical health and mental wellbeing (primary and secondary), delivery and teaching strategies, annex a: regulations for relationships education, relationships and sex education (rse) and health education, annex b: resources for relationships education, relationships and sex education (rse) and health education, annex c: cross government strategies for relationships education, relationships and sex education (rse) and health education, implementation of relationships education, relationships and sex education and health education 2020 to 2021.

This is statutory guidance from the Department for Education (DfE) issued under section 80A of the Education Act 2002 and section 403 of the Education Act 1996.

Schools must have regard to the guidance and, where they depart from those parts of the guidance which state that they should, or should not, do something, they will need to have good reasons for doing so.

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Updates to the page text to make it clear this guidance is now statutory. Updated the drugs and alcohol section of annex B to include a link to the teacher training module on drugs, alcohol and tobacco and to remove the link to the research and briefing papers. We have not made changes to any of the other guidance documents.

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Learn why districts across Ohio lean on LEGO ® Education for easy, engaging summer programming.

What does LEGO® Education Mean for Students?

Teachers share what LEGO Education means for them and their students.

The Case for Computer Science

Learn the future-critical skills students build through computer science.

Exploring Innovative Transportation

Learn how our hands-on learning experiences support the DriveOhio smart mobility initiative.

Funding Your LEGO Education Program

Understand the different funding sources your district can use to build a hands-on LEGO Education program.

Ready to bring LEGO® Education to your district?