How Education Works | Work-Based Learning Placements, Practicums & Employer Supervision — How Real Work Becomes Structured Learning Without Becoming Cheap Labour

HEW-NODE-0230 · How Education Works · Work-based learning placements, practicums and employer supervision

A workplace can teach things a classroom cannot reproduce easily.

Real customers do not behave like role-play customers. Real machines carry real production constraints. A hospital ward is not a simulation laboratory. A construction site changes with weather and sequencing. A software team works with legacy code, deadlines and other people’s decisions. A preschool classroom contains twenty children whose needs cannot be paused while a trainee thinks.

This is why education systems place learners into workplaces.

But “send the student to an employer” is not yet a learning system.

Without design, a placement can become observation without learning, productive work without teaching, unpaid labour without protection, or a lottery in which one learner receives a skilled mentor and another spends six weeks making coffee.

This node is about the machinery that turns a real workplace into a structured learning environment.

The boundary is deliberate. Vocational Education owns the broad education pathway that combines knowledge and practical capability. Quality Apprenticeship Systems owns formal apprenticeship structures, employment relationships, off-the-job training and apprenticeship governance. Occupational Standards & Competency Frameworks owns the translation of work into recognised competence. Career Guidance & Labour-Market Information Systems owns information that helps learners choose pathways. This page owns a narrower but widespread operating layer: internships, industry attachments, clinical placements, practicums, cooperative education, structured workplace projects and other supervised workplace learning that does not necessarily constitute a formal apprenticeship.

Quick Answer

Define the learning outcomes → decide what must happen in a real workplace → specify learner readiness → recruit and approve employers → check safety, supervision and task quality → match learners fairly → create a learning agreement → orient learner and supervisor → establish productive tasks that reveal the intended competencies → provide workplace coaching → maintain school contact → collect evidence → assess against transparent criteria → intervene when the placement deteriorates → recognise learning → gather employer and learner feedback → remove weak hosts → update curriculum when workplaces reveal new practice.

The key distinction is simple: a workplace becomes a learning environment when work, supervision, evidence and reflection are deliberately connected.

Work-Based Learning Is Broader Than Apprenticeship

Apprenticeships are one important form of work-based learning, typically combining substantial on-the-job training with structured education and often an employment relationship.

Work-based learning also includes shorter or differently governed experiences: industry placements, clinical rotations, teaching practicums, engineering attachments, cooperative education, work-integrated learning, supervised internships and workplace projects.

OECD’s current VET work treats workplace learning as a major education mechanism across systems, while the ILO’s 2026 work-based learning initiatives emphasise the need for quality, inclusion and employer capability.

The First Question Is What the Workplace Can Teach Better

A placement should not exist because “industry exposure” sounds useful.

The programme should name the learning that depends on authentic work:

• operating current equipment;
• working under real time pressure;
• communicating with customers or patients;
• coordinating with colleagues;
• following workplace safety systems;
• handling uncertainty;
• sequencing tasks across a real workflow;
• using professional documentation;
• responding to mistakes;
• and understanding the culture and norms of an occupation.

If the intended learning can be achieved more safely, consistently and cheaply in a school workshop, forcing it into a placement may add complexity without educational gain.

Authenticity Is Valuable Because Consequences Are Real

In school, an exercise ends when the teacher says it ends. At work, tasks sit inside a larger system.

A hospitality learner’s delayed preparation affects the kitchen. A trainee teacher’s unclear instructions affect real pupils. A health student’s documentation becomes part of a care process. These consequences can deepen learning because the learner sees why standards exist.

Real Work Also Creates Real Risk

The same authenticity that makes a workplace educational can create physical, psychological, ethical and legal risk.

Placement design therefore requires safety, safeguarding, insurance, confidentiality, supervision and task restrictions appropriate to the learner’s age and competence.

A Host Employer Is Part of the Education Delivery Chain

The education provider retains responsibility for the programme even when learning moves off campus.

The employer may deliver supervision and workplace opportunities, but the school or institution should define the educational expectations, verify suitability and maintain oversight.

Employer Recruitment Is Not the Same as Employer Approval

A company can be willing to host learners and still be educationally unsuitable.

Approval can consider:

• relevant work available;
• sufficient workload and variety;
• qualified or experienced supervisors;
• health and safety;
• working hours;
• insurance;
• accessibility;
• safeguarding;
• equipment;
• confidentiality;
• history with learners;
• and willingness to provide feedback and evidence.

Host Approval Should Match the Programme

A workplace suitable for observing business administration may not be suitable for a learner who must perform regulated technical tasks.

Approval should specify which programmes and learning outcomes the host can support, not create a permanent generic badge saying “approved employer.”

Small Employers Can Be Excellent Hosts

A large company may have formal training systems. A small company may give a learner more direct access to skilled practitioners and whole workflows.

Quality depends on task, supervision and learning design, not employer size alone.

But Small Employers May Need More Support

Documentation, assessment and supervision requirements can burden a small business.

Education providers can simplify forms, provide supervisor training, coordinate schedules and use shared intermediary organisations where scale makes sense.

Intermediaries Can Aggregate Placement Capacity

Industry bodies, chambers, sector councils or placement agencies can recruit employers, check standards and match learners.

Intermediaries should not become a black box. The education provider still needs visibility into host quality, incidents, learner feedback and placement outcomes.

Matching Is an Education Decision, Not Just a Logistics Decision

The closest available employer may not offer the right learning.

Matching can consider programme outcomes, learner readiness, transport, disability access, language, working hours, safety, career interests and the host’s capacity.

Choice Can Improve Motivation but Needs Guardrails

Learners may benefit from ranking preferred sectors or hosts.

But popular employers can receive far more demand than places, and informal networking can advantage learners with better-connected families. The matching process should combine preference with transparent allocation.

Unpaid Placement Costs Can Exclude Low-Income Learners

Transport, meals, clothing, childcare and lost paid-work hours can make a nominally free placement expensive.

Equity planning should identify whether stipends, travel support or scheduling flexibility are needed so workplace learning does not become accessible mainly to learners who can afford to work without pay.

Pay Status Should Be Legally Clear

Some placements are part of education and unpaid under local law. Others create employment rights or minimum-wage obligations.

Programme design should follow labour law and avoid using educational labels to disguise ordinary productive employment.

The Learning Agreement Is the Contract Between Three Worlds

A good placement agreement connects the learner, education provider and employer.

• learning outcomes;
• placement dates and hours;
• expected tasks;
• prohibited tasks;
• supervisor;
• school contact;
• assessment evidence;
• safety requirements;
• confidentiality;
• attendance reporting;
• incident escalation;
• reasonable adjustments;
• and withdrawal or termination rules.

The agreement should be specific enough to guide action and short enough to be used.

Orientation Should Prepare the Learner for Work, Not Just Tell Them Where to Report

Students may need preparation in professional communication, punctuality, safety, confidentiality, harassment reporting, appropriate technology use, asking for help and how assessment works.

The learner should know what to do if the placement differs materially from the agreement.

Supervisors Need Preparation Too

A technically excellent worker is not automatically an excellent trainer.

Workplace supervisors may need short training in setting tasks, giving feedback, scaffolding responsibility, observing competence, documenting evidence and working with young people or learners with additional needs.

OECD’s current VET material specifically notes the role of in-company trainers and the value of pedagogical preparation.

One Named Supervisor Prevents Responsibility From Dissolving

Many staff may teach a learner informally, but one person should know they are accountable for the placement relationship.

Without a named supervisor, attendance, feedback and concerns can fall between shifts and departments.

Observation Alone Is a Weak Placement Model

Job shadowing can be useful for career exploration. Longer work-based learning should normally move from watching toward supervised participation.

Observe → discuss → rehearse → perform a bounded task → receive feedback → repeat → handle greater complexity → reflect → demonstrate competence.

The speed of progression depends on safety and learner readiness.

Productive Work Can Be Educational

There is no requirement that learning tasks be fake.

Serving a real customer, configuring a real device or preparing a real lesson can produce valuable evidence. The educational question is whether the productive task exposes the intended competence and includes appropriate supervision.

Productive Work Becomes Exploitative When Learning Disappears

A learner who performs the same low-skill task for weeks may contribute to output while learning little.

Placement monitoring should compare the task mix with the learning agreement and ensure there is progression, variety and feedback.

Task Rotation Can Increase Breadth

Rotating through departments or functions can expose learners to a wider occupational system.

Rotation should be purposeful. Moving every week without enough time to develop competence can create breadth without depth.

High-Risk Tasks Need Competence Gates

Learners should not perform hazardous or regulated work simply because the placement has started.

Programmes can define prerequisites, demonstrations, licences, supervision ratios or explicit exclusions before a learner progresses to higher-risk tasks.

Health and Safety Responsibility Needs Clear Boundaries

Local law determines employer and education-provider duties. Operationally, the system should know who completes risk assessments, who provides personal protective equipment, who investigates incidents, who notifies families and who can suspend a placement.

Safeguarding Extends Into the Workplace

Young learners may work with adults outside the school’s normal supervision structures.

Host screening, codes of conduct, reporting channels, lone-working rules and appropriate supervisor arrangements may be required. Learners should know they can report concerns without being penalised academically.

Harassment and Discrimination Need a Fast Return Path

A placement should have routes for reporting sexual harassment, bullying, racism, disability discrimination or other misconduct.

The education provider should not simply send the learner back to the employer’s generic HR process and disappear. The learner remains part of an education programme.

Confidentiality Is Part of Professional Learning

Placements in health, education, law, finance and many businesses expose learners to confidential information.

Orientation should teach what can be accessed, discussed, photographed, stored or used in assessment portfolios. Real-work evidence must be de-identified where required.

Digital Access Should Follow Least Privilege

A learner may need system access to perform real tasks. They rarely need full employee access.

Temporary accounts, restricted permissions, expiry dates and monitored use can support learning without creating unnecessary cybersecurity risk.

Reasonable Adjustments Need to Travel Into the Workplace

A learner who uses assistive technology or adjusted communication in school may need equivalent support at work.

Matching, employer preparation, equipment and disclosure should be handled with the learner’s participation and according to local disability and privacy law.

Disclosure Should Not Require the Learner to Trade Privacy for Access

The employer needs functional information relevant to safe and effective support, not necessarily the learner’s entire medical or educational file.

Education providers can help translate an accommodation into practical workplace requirements.

Attendance Has Two Systems

The employer may record shifts while the education provider records programme attendance.

Rules should define how absence, lateness, sick leave and schedule changes flow between them. A learner should not be marked absent from education because an employer changed the shift without notifying the school.

School Contact Should Continue During Placement

A six-month placement with no contact until the final assessment is weak oversight.

Contact can include site visits, phone or video check-ins, review of logs, supervisor conversations and learner reflection. Monitoring intensity should match placement duration and risk.

Site Visits Should Look at Learning, Not Just Welfare

A visit that asks only “Are you okay?” can miss educational failure.

Useful questions include: What tasks have you performed? What feedback have you received? Which outcomes have you not yet had an opportunity to practise? What is the next level of responsibility?

Reflection Converts Experience Into Learning

Experience alone does not guarantee insight.

Structured reflection can ask learners to explain what happened, why the workplace used a particular process, what evidence informed a decision, what went wrong, how theory changed interpretation and what they would do differently next time.

Reflection Should Not Become a Diary for Its Own Sake

“Today I arrived at 8:30 and filed documents” creates little evidence.

Prompts should be tied to professional judgment, learning outcomes and evidence.

Assessment Needs More Than Supervisor Satisfaction

A supervisor may like a learner because they are punctual and helpful while the learner has not demonstrated the required competence.

Assessment criteria should derive from programme outcomes or occupational standards and distinguish employability behaviours from technical competence where necessary.

Supervisor Evidence Is Valuable but Needs Calibration

Different supervisors may rate performance differently.

Training, clear rubrics, exemplars and school moderation can make workplace judgments more consistent. High-stakes certification should not depend on one uncalibrated impression.

Triangulation Strengthens Workplace Assessment

• supervisor observation;
• learner work products;
• teacher or assessor observation;
• customer or patient evidence where appropriate;
• reflection;
• skills demonstrations;
• and related school-based assessment.

The combination should match the competence being claimed.

Evidence Should Be Authentic and Privacy-Safe

A portfolio can contain plans, photos, code, designs or case records only where the employer and law permit it.

De-identification, simulated extracts and assessor observation can replace copying confidential workplace material.

Assessment Failure Should Not Automatically End the Placement

A learner may need additional practice, a different task or feedback before re-demonstration.

Where safety allows, work-based learning should preserve a learning cycle rather than turn every weak attempt into a terminal judgment.

The Placement Can Fail Even When the Learner Does Not

If the employer does not provide the agreed tasks, supervision or safe environment, poor performance data may reflect placement quality.

Providers need a route to move the learner, preserve evidence already earned and avoid academic penalty for host failure.

Early Termination Needs a Recovery Protocol

Placements can end because of business closure, safety concerns, misconduct, poor fit, learner circumstances or employer capacity.

The programme should define who decides termination, how evidence is preserved, whether hours transfer and how quickly a replacement can be found.

Employer Failure Should Feed the Host Register

If a host repeatedly provides weak tasks or poor supervision, it should not continue receiving students because “we need places.”

Host quality data should affect renewal, capacity limits and future matching.

Demand for Placements Is a Capacity Problem

A programme may require placements for 1,000 learners while the local labour market can support only 600 high-quality places.

The solution is not to lower quality invisibly. Options include staggered calendars, broader regional partnerships, simulated learning for some outcomes, employer incentives, public-sector placements or programme-intake limits.

Not Every Employer Should Host the Same Number of Learners

Capacity depends on supervisors, task volume, workspace, risk and learning variety.

Placement quotas should be based on educational capacity, not simply company size.

Employer Incentives Can Expand Supply

Subsidies, tax relief, supervisor training or simplified administration can encourage participation.

Incentives should reward genuine training capacity rather than paying employers merely to register learners.

Quality Should Be Monitored Across Employers

Programmes can compare completion, incidents, learner ratings, supervisor ratings, assessment results, task coverage and post-placement outcomes.

Metrics should trigger inquiry rather than simplistic league tables. Some employers host more complex learners or occupations.

Learner Feedback Is a Quality Sensor

Students can report whether they performed relevant tasks, received supervision, felt safe and experienced discrimination.

Anonymous or protected channels are valuable because learners may fear that criticism will affect grades or employment prospects.

Employer Feedback Is Curriculum Intelligence

Employers may observe recurring gaps in digital tools, communication, safety knowledge or technical foundations.

One employer’s preference should not rewrite a curriculum. Patterns across sectors can inform programme review and the Occupational Standards system.

Placements Can Reveal Emerging Technology Faster Than Curriculum Cycles

Workplaces often adopt tools before formal programmes update.

Placement evidence can identify technologies that are now common enough to require curriculum and teacher-development changes.

But Employers Teach Local Practice, Not Universal Truth

A learner may encounter one company’s workflow, software or culture.

School-based learning should help learners distinguish transferable principles from one employer’s habits. This is why theory and workplace experience remain complements.

Work-Based Learning Can Improve School-to-Work Transitions

OECD evidence consistently treats workplace learning as a bridge that develops technical and broader skills while connecting learners with potential employers.

That benefit should not be confused with a guarantee of employment. The placement is an education programme first, even when it also creates recruitment opportunities.

Recruitment During Placements Needs Fairness Rules

Employers may offer jobs to strong learners. That can be positive.

Institutions should ensure recruitment does not pressure learners to abandon qualifications early or discriminate against students who could not access preferred employers.

International Placements Add Another Risk Layer

Cross-border placements can build language, intercultural and professional capability.

They also add visas, insurance, travel, accommodation, emergency support, local employment law, qualification recognition and safeguarding complexity. The programme needs a clear duty-of-care model.

Remote Work Placements Need Different Evidence

Hybrid and remote workplaces can support learning in software, design, finance and other fields.

Supervision, access, team interaction, cybersecurity and evidence of real participation require deliberate design when the learner is not physically present.

Simulation and Workplace Learning Should Be Designed Together

Simulation is valuable for dangerous, rare or high-stakes scenarios that cannot be guaranteed during placement.

Workplace learning then adds authentic variability and organisational context. Programmes should decide which outcomes are best learned where, rather than treating simulation as second best.

Clinical and Teaching Practicums Have Additional Ethical Duties

Students in health and education placements interact with patients or children who did not enrol to become training material.

Consent, confidentiality, supervisor presence and limits on independent practice matter because third parties carry some of the risk of learner error.

Placements Need a Cost Model

Work-based learning can share equipment and training responsibility with employers, but it is not free.

• placement staff;
• employer recruitment;
• site approval;
• supervisor training;
• insurance;
• travel support;
• monitoring;
• assessment;
• digital systems;
• and replacement placement capacity.

Quality assurance is part of the cost of authentic learning.

Placement Management Systems Should Track the Relationship

Useful data can include host approval, supervisor, capacity, learner matches, dates, risk checks, attendance, visits, incidents, task coverage, assessment and feedback.

Systems should not collect sensitive learner or employer data without purpose. The goal is operational visibility.

Quality Assurance Should Sample the Real Experience

Policies and agreements can look excellent while learners receive poor placements.

Quality review should sample sites, speak with learners, inspect task evidence and compare supervisor ratings with actual assessment outcomes.

Worked Case: The Placement That Became Filing Work

A business-administration learner is placed in a busy office. For three weeks, almost every task is scanning and filing.

The school check-in compares the experience with the learning agreement and finds that communication, scheduling and customer-service outcomes have not been attempted. The supervisor redesigns the remaining weeks with guided reception work, meeting preparation and a small workflow-improvement project.

The employer keeps productive value while the learner receives progressive learning.

Worked Case: A Strong Employer Is a Weak Training Site

A prestigious engineering firm hosts students, but staff are too busy to supervise. Learners spend much of the day observing meetings.

The provider reduces the number of placements, requires named supervisors and introduces weekly task plans. Brand prestige stops being treated as proof of training capacity.

Worked Case: A Learner Cannot Afford the Placement

A hospitality student is assigned to a hotel two hours from home. Transport and meal costs exceed what the student can manage.

The programme offers a travel stipend and changes shift allocation so the learner can use public transport. Placement matching is updated to include affordability alongside educational fit.

Worked Case: A Supervisor Rates Everyone Excellent

One host returns perfect evaluation forms for every learner. School assessment shows very different competence levels.

The provider calibrates supervisors with examples, simplifies the rubric and requires evidence for higher ratings. Supervisor feedback remains part of the assessment but no longer functions as an unexamined grade.

Worked Case: The Learner Needs an Accommodation at Work

A learner with hearing loss performs well in workshops but cannot follow rapid morning briefings at the host site.

With the learner’s agreement, the school and employer arrange written task summaries, visual alerts and positioning that improves access. The employer receives functional guidance rather than unnecessary clinical detail.

Worked Case: A Placement Ends Suddenly

A small employer closes during a learner’s eight-week placement.

The school preserves verified competencies already demonstrated, places the learner with another host for remaining outcomes and avoids making the student repeat completed evidence merely because the host changed.

Failure Mode: Any Employer Is Better Than No Placement

The repair is programme-specific host approval and a minimum quality floor even when capacity is tight.

Failure Mode: The Placement Has No Defined Learning Outcomes

The repair is a learning agreement tied to curriculum or occupational standards.

Failure Mode: Productive Work Replaces Learning

The repair is task progression, rotation where useful, feedback and monitoring against outcomes.

Failure Mode: Supervisors Are Skilled Workers but Unsupported Trainers

The repair is concise trainer preparation, calibrated rubrics and ongoing contact with educators.

Failure Mode: Low-Income Learners Cannot Afford “Free” Placements

The repair is total-cost analysis, travel or meal support and equitable matching.

Failure Mode: Learner Complaints Threaten Their Grade

The repair is protected reporting routes, independent review and explicit non-retaliation.

Failure Mode: Workplace Assessment Is One Supervisor’s Opinion

The repair is transparent criteria, calibration and triangulated evidence.

Failure Mode: A Placement Ends and the Learner Loses All Credit

The repair is evidence portability, replacement-placement protocols and recognition of competencies already demonstrated.

Failure Mode: Employer Feedback Becomes Curriculum by Anecdote

The repair is aggregation across employers, labour-market evidence and formal curriculum review.

Failure Mode: Placement Numbers Grow Faster Than Quality Assurance

The repair is capacity planning for site approval, monitoring, supervisor support and assessment before expansion.

What a Strong Work-Based Learning System Should Be Able to Answer

• Why does this programme need a workplace component?
• Which outcomes are best learned at work?
• Which outcomes remain school-based?
• What readiness is required before placement?
• How are employers recruited?
• How are hosts approved?
• Which programmes may each host support?
• How many learners can the host supervise well?
• Who is the named supervisor?
• What preparation does the supervisor receive?
• How are placements matched?
• How are learner preferences used?
• How are transport and affordability considered?
• What pay or employment rules apply?
• What does the learning agreement specify?
• Which tasks are prohibited until competence is demonstrated?
• What health and safety controls apply?
• What safeguarding checks apply?
• How can harassment or discrimination be reported?
• How are reasonable adjustments arranged?
• What confidentiality rules apply?
• What digital access is appropriate?
• How is attendance shared?
• How often does the school contact the learner?
• What evidence shows task variety and progression?
• How does reflection connect experience to theory?
• How is workplace competence assessed?
• How are supervisor judgments calibrated?
• How is evidence protected from privacy breaches?
• What happens if the employer fails to provide the agreed experience?
• How quickly can a replacement placement be found?
• Does completed evidence transfer?
• How are weak hosts removed?
• How is learner feedback protected?
• How does employer feedback inform curriculum?
• What is the full cost of placement quality assurance?
• Is the system expanding placement numbers faster than it can supervise them?

A Practical Work-Based Learning Control Loop

Define workplace-dependent learning → approve host → match learner → agree outcomes → orient → supervise → perform real tasks → observe → give feedback → increase responsibility → reflect → collect evidence → assess → intervene if quality drops → recognise learning → review host → feed workplace signals into programme improvement.

How This Node Connects to the Wider Education System

Work-based learning is the bridge where education stops modelling work and enters it. That bridge becomes educationally valuable only when both sides remain visible: the workplace provides authenticity, while the education system provides purpose, sequencing, protection and recognition.

Useful neighbouring routes include the main How Education Works hub; Vocational Education; Quality Apprenticeship Systems; Occupational Standards & Competency Frameworks; Career Guidance & Labour-Market Information Systems; Training Provider Registration, Continuous Compliance & Market Exit; and Recognition of Prior Learning & Credit Transfer.

Frequently Asked Questions

Is every internship work-based learning?

Not automatically. An internship becomes structured work-based learning when it has defined educational outcomes, suitable tasks, supervision, evidence and review. A learner can spend time at a workplace without receiving a coherent learning experience.

What is the difference between work-based learning and apprenticeship?

Apprenticeships are a structured form of work-based learning with specific governance, substantial workplace training and often an employment relationship. Work-based learning also includes shorter placements, practicums and industry attachments that do not meet the local definition of apprenticeship.

Should workplace placements be paid?

Pay depends on local labour law, programme design and whether the learner is legally an employee. Education providers should make status explicit and ensure that placement costs do not create inequitable access.

Can an employer assess the learner?

Yes, where programme rules allow it and supervisors are prepared to use clear criteria. For high-stakes certification, workplace judgments are stronger when calibrated and combined with other evidence.

What happens if a workplace placement is poor quality?

The education provider should intervene, correct the task or supervision plan, or move the learner if necessary. A learner should not be penalised for a host’s failure to provide the agreed learning opportunity.

Sources and Further Reading

• OECD — Vocational Education and Training. Current overview of workplace learning, employer engagement and the role of in-company trainers.
• OECD — Education at a Glance 2025. Includes comparative data and analysis on work-based learning in vocational programmes.
• OECD — Vocational Education and Training Systems in Nine Countries, 30 October 2025. Examines work-based learning, workplace mentors and assessment across advanced VET systems.
• International Labour Organization — African Work-Based Learning Network, 29 May 2026. Focuses on capacity for quality and inclusive work-based learning systems.
• ILO — Designing Apprenticeships: Guidance Note for Practitioners and Policy-makers in Africa, 27 May 2026. Includes workplace learning, employer roles, assessment and quality design.
• UNESCO-UNEVOC — TVET for Employability: Work-Based Learning, 30 September 2025. Practical examples of internships, on-the-job training and applied work-integrated learning.

Final Thought: Work Teaches Best When Education Still Knows What It Is Looking For

Workplaces are rich learning environments because they contain reality: real tools, real deadlines, real people, real mistakes and real consequences.

That richness can also overwhelm educational purpose.

The answer is not to make the workplace behave like a classroom. It is to give the learner a clear route through the workplace.

Know what must be learned. Choose a host capable of exposing the learner to it. Prepare the supervisor. Protect the learner. Let productive work become evidence. Keep the school connected. Intervene when work crowds out learning. And bring the lessons of the workplace back into the curriculum.

Then the placement becomes more than time spent near employment. It becomes education conducted inside the world it is preparing the learner to enter.