Business partnerships are key to training

We value the relationships that we have with local businesses and strive ensure that we are all working toward building a stronger workforce and improving pathways to employment that benefit students and employers. Below we have gathered information to answer question you may have and make the process smoother for business partners. 

 Each Business Partner must sign an MOU and acknowledge that they have received and read the Work-Based Learning Employer Handbook prior to any internship or apprenticeship starting. 

Liability Insurance for students

The district has purchased a liability insurance policy that covers each student who participates in a WBL experience. A copy of the coverage is available by clicking on the button below. 

How We Are Following the Guidelines Covered In Fact Sheet # 71

1. The extent to which the intern and the employer clearly understand that there is no expectation of compensation. Any promise of compensation, expressed or implied, suggests that the intern is an employee—and vice versa.

   • Paperwork clearly states that the students are non-paid interns. 

2. The extent to which the internship provides training that would be similar to that which would be given in an educational environment, including the clinical and other hands-on training provided by educational institutions.

   • The planned internship provides hands-on experience that would otherwise be gained in the shop or lab on campus. 

3. The extent to which the internship is tied to the intern’s formal education program by integrated coursework or the receipt of academic credit.

   • All internships are tied to a current CTE program and the student is required to have completed at least one class in the program prior to starting that internship. 

4. The extent to which the internship accommodates the intern’s academic commitments by corresponding to the academic calendar. 

   • The WBL Handbook provides direction to setting schedules and that if academic performance is negatively affected the student will be pulled from the WBL experience. 

5. The extent to which the internship’s duration is limited to the period in which the internship provides the intern with beneficial learning. 

   • The internship is set for a limited time for the student to gain skills and knowledge that are beneficial to the student gaining entry into that career.   

6. The extent to which the intern’s work complements, rather than displaces, the work of paid employees while providing significant educational benefits to the intern. 

   • The handbook clearly states that the participation of students in WBL experiences cannot cause their current workforce to reduce in number or number of hours. 

7. The extent to which the intern and the employer understand that the internship is conducted without entitlement to a paid job at the conclusion of the internship.

   • The handbook and orientation clearly state that the WBL experience is not a guarantee to employment during or after the internship is complete. 

Work-Based Learning Evaluation for Employability

• Required to meet the purpose intended for DOL Fact Sheet # 71

• Required for state accountability reporting

• Ideally, students receive a mid-point and end-point evaluation to provide time for improvement

• Goal is for students to score 3 or better on a 1-5 scale

• Allows businesses to tailor evaluation with industry-specific skills

State and Federal Guidelines 

South Carolina Department of Education

 SC Department of Education Work-Based Learning Implementation manual

Federal Government 

Perkins V Legislation for CTE 

Benefits of WBL 

The following benefits of a WBL experience should be stressed to potential business/industry worksite sponsors, as well as to parents, students, steering committees, and other school personnel: 

For the Student Learner 

• The student is provided supervised training in the specific area that he or she has chosen as a career objective (applies only to career preparation WBL methods). 

• The student can learn useful employment skills under actual workplace conditions. 

• Interest in classroom work is stimulated by the application of academic and job-related learning to workplace situations. 

• The student develops understanding, appreciation, and respect for work and workers. 

• The experience of getting and holding a job helps the student to develop a mature and realistic concept of self and to make mature decisions. 

• Receiving compensation helps the student build self-esteem and contributes to his and her economic independence (applies only to career preparation WBL methods). 

• The student’s transition from school to work is made easier. 

• The ability of the student to develop a post-high school plan for employment and/or continuing education is enhanced.  The student can achieve the Career Ready Seal of Distinction if a career ready WBL placement is successfully completed, and all criteria is met. 

For the School 

• The school can extend educational opportunities beyond its own physical and financial resources. 

• Interaction with professionals outside the school environment is provided for school personnel in the training of young people. 

• Parental involvement increases as many become involved as worksite sponsors. 

• School personnel receive expanded opportunities to keep up-to-date with changing employment conditions and future workforce demands. 

• The concept that education is indeed a community-wide partnership is demonstrated. 

For the Worksite Sponsor 

• The sponsor receives assistance from a coordinator in analyzing jobs, developing training plans, and consulting on training needs. 

• The sponsor has an opportunity to influence school curricula to more closely provide for the employee qualifications needed. 

• The sponsor takes an active role in the education and career preparation of students in its local community. 

• The sponsor has an opportunity to develop future employees over an extended “trial” period without any obligation for long-term and/or full-time employment. 

• The sponsor receives a student-learner who already possesses some of the job-related knowledge and skills needed to be a productive worker. 

For the Community 

• The number of young people making a successful transition from school to work is increased, thereby adding to the number of workplace-ready individuals who become economically productive members of society. 

• A continuing partnership of school and community businesses and other organizations is developed. 

• The community’s work force and economic stability are improved by enhancing local students’ employability skill sets.