Work-based learning may occur in the following forms: contracted instruction; cooperative education; school-to-apprenticeship; registered apprenticeship; career exploration; service learning; career internships; career academies; school-based enterprises; and clinical experience programs. The following are key components of work-based learning programs: planned program of job training and experiences; paid work experience; workplace mentoring; instruction in general workplace competencies; and broad instruction in all aspects of industry. Recruiting sufficient numbers of employers willing to commit to the high level of employer involvement implicit in work-based learning and ensuring that worksite learning is of high quality are the most important challenges in developing programs linking school- and work-based learning. Employer involvement in work-based learning may be encouraged through a multifaceted approach that considers employers' capabilities and short-term interests and offers employers several possible paths of involvement and degrees of commitment. After a work-based learning program has been designed, its school and worksite components will require continuous coordination and management. At the secondary level, those tasks are best handled by school-to-work coordinators. At the postsecondary level, work-based learning programs may be based on a mix of work-based learning models and pedagogical approaches and a combination of personalized documentation and standardized performance-based competency profiles. (Contains 17 references.) (MN)