The subject of the study comprises the current trends of the work-based learning due to the acceleration of changes in the content of labor and the complexity of professions, which often makes it difficult or even impossible to master new skills in an educational
organization. Thus, the article contains a systemic examination of the key most common models of work-based learning against the backdrop of its on-going growing relevance and expansion.
The aim of the study is to identify invariant characteristics of the work-based learning
from the polyactor communication perspective and to identify conditions for its successful implementation.
The employed methodology relies on the diachronic approach supported by the empiric methods of desk-top research such as systems analysis method and text analysis method, as well as elements of social engineering
Theoretical novelty is in the identification of the configuration of the poly-actor dimension of work-based learning and its inherent properties relevant for enhancing quality and efficiency of the work force that would be adequate to the challenges of the knowledge economy and Industry 4.0.
It is concluded that the added value of work-based learning in the form of apprenticeships and dual models as well as its other configurations is outside the formal contractual frame integrating its actors and lies in the targeted organization of the process of learning in the real-life work environment.
The practical value is in the possibility of using the proposed conclusions and recommendations to further modernize vocational and professional education and courses in management in education.
Muraveva, A. A., & Oleynikova, O. N. (2022). Work-based learning as the main trend in the international practice of vocational education and training. Vocational Education and Labour Market, 2, 57–74. https://doi.org/10.52944/PORT.2022.49.2.006