A program that prepares individuals to enter and succeed in a Registered Apprenticeship by building foundational skills, offering exposure to the industry, and granting credit or advanced standing for participants who enter a registered apprenticeship.

Target Duration: Varies depending on depth of training and prior credit sought

Location: Simulated workplaces, employer sites, and/or classrooms 

Goal:  Designed to prepare individuals to enter and succeed in a Registered Apprenticeship and ultimately a career. 

Description: Pre-apprenticeship programs provide structured training that prepares participants for entry into a Registered Apprenticeship by combining hands-on learning with related technical instruction aligned to industry standards. Training is connected to a specific registered apprenticeship and may count toward apprenticeship requirements if the participant enrolls. High-quality pre-apprenticeships include partnership with at least one registered apprenticeship program; alignment of curriculum and training with industry standards and apprenticeship requirements; opportunities to earn an industry-recognized credential; career-focused, hands-on learning; and access to support services and career counseling to help participants successfully transition into apprenticeship.

(OJL) – Paid, structured training that takes place in the workplace under the guidance of a skilled mentor, emphasizing progressive skill mastery through hands-on practice. Learning is tied to field of study.

Target Duration: Temporary Employment of Varying Length

Location: Worksite

Goal: Paid, structured, supervised work experience to learn tasks directly linked to the technical instruction the student is receiving 

Description: On the job learning (OJL) provides learners with technical skills that match the academic instruction they are receiving. This connection sets OJL apart as a more specifically career-focused activity than a more general Co-op placement. Participants in OJL are not only seeking work experience and employability skills, but they are also learning the technical skills necessary for the career they are pursuing.  OJL often results in long-term employment with the company.

(CoOp) A formal partnership between an educational institution and an employer in which learners alternate periods of academic study with paid, structured work.  Focus is on gaining work experience, but not necessarily tied to the field of study.

Target Duration: Temporary 

Location: Worksite

Goal:  Paid employment to gain work experience and employability skills, not necessarily tied to the student’s field of study

Description: Cooperative Education (Co-op) is a temporary, paid work experience developed through a partnership between an employer and an educational institution. Co-op allows students to earn income, gain employability skills, and often receive academic credit while continuing their studies. Placements may relate directly to a program of study, such as a construction student applying building trades skills, or provide broader work experience, such as a manufacturing student working in retail to develop transferable skills. Built on flexible scheduling agreements between school and employer, Co-ops benefit students through real-world experience and wages while helping employers fill entry-level roles. In some instances, placements transition into long-term employment.

Field based experiences, commonly required in licensed or regulated professions, where learners demonstrate applied competencies under the direct supervision of qualified practitioners.

Target Duration: Predetermined weeks or months

Location: Worksite 

Goal: Integrate classroom knowledge with practical experience 

Description: Clinical or practicum field experiences are structured, worksite-based learning placements lasting a predetermined number of weeks or months that integrate classroom knowledge with supervised, real-world practice. Learners observe, interact, apply theory, and reflect in authentic settings. Common examples include surgical clinical rotations for healthcare trainees and student teaching practicums in K–12 classrooms. These experiences are often required for licensure pathways, may be paid or unpaid depending on accrediting requirements, and frequently carry academic credit when completed through an educational institution.

A supervised, time-limited work experience that integrates academic learning with professional practice,  allowing learners to apply and refine skills while contributing to organizational goals.

Target Duration: Varies, usually from one semester to one year.

Location: Worksite

Goal:  Familiarizes potential candidates with the specific industry and/or the specific employer who is hosting the intern through real-world work experience. 

Description:

Internships are structured work experiences in which students gain supervised exposure to a profession, typically aligned with their major or career goals. They may be part of  high school or college programs for academic credit or pursued independently. Paid and unpaid versions are common. Internships are sometimes closely mentored, occupation-specific capstone experiences. In other cases they are designed to provide broad exposure across an organization. When developed by employers in isolation from an education provider, they are often used to develop and evaluate potential talent. Internships benefit the participant through meaningful learning, compensation, academic credit, or a combination of these.

A brief, often project-based
experience where learners step into a professional setting to observe, assist, or contribute under supervision — bridging classroom theory with workplace realities.

Target Duration: Defined period 

Location: Worksite 

Goal: To send a proficient employee outside the existing job to broaden awareness and gain content knowledge

Description: Externships provide short-term, structured workplace observation experiences that broaden the perspective of working professionals and improve effectiveness in their roles. Participants gain firsthand insight into related fields, workplace practices, and industry expectations. Externships are commonly used to help professionals who guide or support others, such as teachers, counselors, and career coaches, better understand career pathways and workplace realities. Participants may be compensated by their primary employer or through external funding during the placement. Placements may be coordinated by school systems, individual employers, or employer associations.

A structured environment that replicates real job conditions using authentic tools,  processes, and expectations so learners can practice skills safely before entering the
workforce.

Target Duration: Aligned with academic calendar.  

Location: Classroom and lab settings at any education level

Goal: Employability skills and preparation for entering the workforce at the entry level

Description: Employer input drives simulated workplaces, with advisory committees helping design lab layouts, workflows, and expectations so classroom environments closely reflect real-world conditions. These environments shift classroom practices to align with workplace expectations. Learners typically apply and interview to get into these programs and engage with authentic materials such as employee manuals and performance-based promotion assessments.  Structured like real companies, simulated workplaces integrate industry practices and career-ready skills while helping students understand how individual performance contributes to organizational success and prepares them for employment.

A guided visit to a business or facility that allows learners to see equipment, workflow, and
job functions in action, helping them connect classroom concepts to real-world applications.

Target Duration: One day

Location: Worksite

Goal: Increase students’ knowledge of local career opportunities, either in a specific geographic area or within a specific industry, or both. 

Description:

Industry tours expose participants to local career opportunities by providing firsthand insight into workplaces and careers within a geographic area, an industry sector, or both. Participants may visit several businesses representing a range of local industries or tour multiple employers within the same sector to better understand varied roles and career pathways. These experiences broaden awareness of the many jobs available within a community or field, including positions that may not typically come to mind, and can help dispel misconceptions about work that has traditionally been viewed as dirty or dangerous. Industry tours most often serve middle and high school students but are also highly effective for groups of educators, offering impactful professional development.

An organized event—often on campus or virtually—where employers and industry representatives share information about careers, training opportunities, and pathways into their organizations.

Target Duration: One day

Location: Varies

Goal: Share information with attendees about career options within various industries, or various employers within a specific industry.

Description: Unlike job fairs focused on immediate hiring needs, career fairs or expos are designed to introduce attendees to a wide range of occupations and industries. Employers may represent multiple industries or multiple roles within a single field, sharing information about career paths and opportunities. These events can be tailored to different audiences, such as elementary and middle school students for early career awareness, high school CTE programs where older students serve as ambassadors to share pathway experiences, or trade schools and community colleges supporting adults entering the workforce or changing careers. Planning should reflect the intended audience, and for some groups, adding resume-building or interview preparation sessions may be beneficial.

A short term observational experience where learners follow a professional through their daily work to gain first-hand insight into job roles, workplace culture, and required skills.

Target Duration: One to three days

Location: On-site, workplace visits

Goal: Expose learners to the world of work and possibly make them aware of jobs they didn’t know existed

Description:
Job shadowing, such as ride-alongs, site visits, and “take your child to work” days, is typically a one-on-one experience in which learners visit a workplace to observe and interact with employees,  to build awareness of career options. Participants gain insight into job duties, work environments, and required education and training, helping them determine whether a career field interests them. Engaging in multiple job shadowing experiences allows students to compare careers and make more informed choices.