WBL naturally links to social dialogue processes. In developing a WBL programme, the selection of occupations, development of the curriculum and identification of workplaces to host trainees require insight and input from both employers and workers.

Here are a few examples of how integration took place within the PROSPECTS programme for work-based learning (WBL) and apprenticeships:

• WBL is part of TVET, so its operations should align with national recognition and certification systems. WBL may be followed by RPL or skills recognition, as this makes job-seekers’ existing knowledge and skills more visible to employers. If people have skills profiles or certifications, it will also be easier to refer them to WBL and to screen candidates.

• Employment service providers can be an important contact point for WBL candidates. Not only can they help advertise and make referrals into WBL programmes, they can also conduct skills profiling that helps screen candidates. This includes PES, as well as career guidance offices in schools, universities and training centres.

• PROSPECTS Iraq introduced Job Search Clubs (JSC) after it had already rolled out SIYB and work-based learning (WBL) with the Ministry of Youth and Sport and the Ministry of Labour and Social Affairs, which created a natural link between JSC and WBL as well. 

• WBL can also link to Employment-Intensive Invest Programmes (EIIP), where the practical application of skills can be applied. For example, in Iraq, an EIIP that rehabilitated MOLSA TVET centres and MOYS youth centres provided an opportunity for practical application of skills in solar-panel and air-conditioning installation and maintenance, painting and gardening. Even though using WBL trainees meant it took more time and cost more to complete the work than using EIIP workers from the general population, this approach provided the trainees with practical opportunities and work experience. Similarly, in Ethiopia, a two-month theoretical training course on cobblestone installation concluded with the students helping to install cobblestones in the pathways leading to a TVET satellite centre that the programme had installed with the Jigjiga Polytechnic College.

• Having links to business development services – whether through referral to the ILO’s own programming or to that of PROSPECTS partners, INGOs or national institutions – can help individuals progress along career paths that align with their interests.