Work Based Learning Initiative
Bridging the Gap: Empowering Palestinian Youth with Real-World Skills
Action research is pioneering new models for Work-Based Learning (WBL) to enhance Technical and Vocational Education and Training (TVET) in the challenging context of Palestine.
“WBL is thus often seen as a powerful driver of workplace skills and productivity… in all organisations the workplace has become more recognised as a source of continuous learning for all employees” (Comyn & Brewer 2018, 1).
The Challenge: A System Under Pressure
In Palestine, the Technical and Vocational Education and Training (TVET) system faces a critical paradox: high youth unemployment exists alongside a severe shortage of skilled workers. This is driven by:
A Skills Mismatch: TVET curricula often fail to equip students with the practical, social, and personal competencies demanded by the modern labor market.
Limited Resources & Collaboration: A lack of qualified teachers, outdated teaching methods, and weak partnerships between schools and employers hinder effective training.
Political & Economic Instability: Ongoing conflict, economic fragility, and crises like COVID-19 disrupt education and limit opportunities for practical, hands-on learning.
This disconnect leaves a generation of youth unprepared for the future of work, stifling both individual potential and broader social and economic development.
Our Research: A Participatory Solution
This five-year action research project, "Promoting Work-Based Learning (WBL) in TVET in Palestinian territories," addressed these challenges head-on. We employed Participatory Action Research (PAR), working directly with TVET stakeholders—teachers, students, employers, and policymakers—to diagnose problems and co-create sustainable solutions.
Our core finding is that WBL is not just a teaching method, but a holistic, reform-oriented approach that can transform the entire TVET system when integrated with its other core elements.
Key Outcomes & Innovative Tools
Our research has produced actionable models and frameworks now being implemented to enhance TVET quality:
The "Secondary Vocational Schools to Excellence Model": A holistic framework to measure and drive quality across key performance indicators like responsiveness, innovation, and delivery.
The "Uncertainty, Process, Aspiration (UPA) Model": A guidance model that helps graduates navigate a complex labor market and smooth their transition from school to work.
E-Competence Framework (E-CF) for TVET Teachers: Equips educators with the digital skills needed to teach practical competencies in online and blended learning environments.
A Novel Partnership Model (PPPPP): We established a new form of Public-Public, Private-Private Partnership, creating a powerful coalition between schools, local governance councils, technical businesses, and research consultants to provide students with comprehensive support.
Putting Theory into Practice
We moved beyond theory, piloting new WBL programs that integrated:
Experiential Learning and Communities of Practice.
Training in entrepreneurship, workplace psychology, and sociology.
Scientific Coaching from national and international experts.
The results demonstrated that a well-designed WBL approach successfully develops not only technical skills but also the crucial social, personal, and civic competencies needed for long-term career success and active citizenship.
A Vision for the Future
This research positions WBL as a catalyst for sustainable development in Palestine and similar contexts. We advocate for:
Establishing TVET as a Scientific Discipline: Using systematic research and evidence-based methods to continuously improve vocational education.
Strengthening International Collaboration: Building bridges with the global TVET community to share knowledge and innovate together.
Investing in Local Capacity: Supporting local research units, like the one established at LOGICA, to lead future reform and development.
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