Work-based learning in associate degree programmes is gaining strength, but challenges require a targeted approach.23/03/2026
Work-based learning plays a crucial role in associate degree programmes (level 5) in higher education. Research by NVAO Netherlands demonstrates that this form of education prepares students effectively for professional practice, while also highlighting challenges in its implementation and quality assurance.
Work-based learning can take many different forms and may include, in addition to learning in the workplace itself, placements and practice-based assignments within full-time, part-time and dual-track programmes offered by both publicly funded and privately funded institutions. The thematic analysis, based on 44 accreditation reports and interviews with programme managers, students, representatives from the professional field and chairs of review panels, presents a varied picture. On the one hand, work-based learning provides students with valuable practical experience and supports their professional development. Programmes generally work closely with employers and professional partners in designing and delivering the curriculum. On the other hand, the collaboration between the programme, the student and the workplace, the so-called ‘triangle’, does not always function optimally in practice. Students regularly report a lack of clarity regarding learning objectives and assignments, while supervision from both the programme and the workplace is sometimes insufficient.
Part-time programmes more vulnerable
Part-time programmes are particularly vulnerable, as students are generally responsible for arranging their own workplace learning environment and coordinating the collaboration within the triangle. This can lead to study delays or withdrawal from the programme when supervision is insufficient or when the workplace learning environment does not align with the intended learning outcomes.
Greater clarity and stronger collaboration needed
NVAO Netherlands recommends that programmes and workplace partners make clear agreements in advance regarding expectations, intended learning outcomes and responsibilities. Strengthening collaboration within the triangle is also essential, for example by appointing a single point of contact for each student and by holding more frequent interim discussions on learning activities and progress.
The analysis further emphasises that programmes should take a stronger lead in monitoring the quality of workplace learning environments and students’ progress. Work-based learning should be embedded more systematically to ensure that all students have equal opportunities to achieve their intended learning outcomes.
Broader relevance for higher education
Although the thematic analysis focuses on associate degree programmes, its recommendations are applicable more broadly to all forms of higher education in which work-based learning plays an important role.
Through this thematic analysis, NVAO Netherlands aims to contribute to the further professionalisation of work-based learning and to strengthening the alignment between higher education and the labour market.
