Work-study programs are defined according to the learning objective that the program pursues. There are two main types of objectives:

An occupational competency is a combination of the knowledge, skills and attitudes required to execute a work-related task or activity properly.

In work-study programs focusing on the acquisition of competencies in the workplace, certain parts of the program of study are designed to be learned in the workplace. It is important to note that the hours students spend in the workplace to learn these competencies are not restricted to the practicums specified in the program.

Also, depending on the needs of the program and the interest and training capabilities of the business, this first type of work-study program, focusing on the acquisition in the workplace of competencies specified in the program of study, can be designed in one of two ways. The work-study program may focus on:

A work-study program focusing on the total acquisition of competencies is designed so that one or more competencies specified in the program of study are learned exclusively in the workplace.

The work-study program may focus only on the partial acquisition of one or more competencies in the workplace. This normally involves putting into practice competencies that have been partially learned at school. The work-study practicum therefore allows the students to complete their learning and attain the performance standard specified in the program of study.

When the work-study practicum is used to acquire or complete the acquisition of one or more competencies specified in the program of study, the tasks that the student trainee performs in the workplace are dictated by the objectives of the program of study. The educational institution must ensure that the content of the program of study is respected and that the student is provided with appropriate learning conditions.

Since the work-study practicum is an integral component of certain parts of the program of study, the student’s attainment of the performance standards specified in the program of study is evaluated at the end of the practicum.

Determining the content of the work-study practicum and supervising and evaluating the student are primarily the responsibility of the educational institution.

While the trainee’s status is that of a non-salaried student, the training he or she receives must be integrated into the normal operations of the business.

The duration of work-study programs focusing on the total or partial acquisition of competencies in the workplace may correspond to the number of hours provided for in the program of study, or it may be longer, requiring a lengthening of the training process.

While work-study programs designed to help students acquire competencies specified in the program of study are primarily aimed at the attainment of the program objectives, the hours spent in the workplace also favour the acquisition of employability skills and/or complementary professional competencies.

In work-study programs focusing on the transfer of competencies and the gradual integration of the student into the labour market, the objective is for the student to apply in the workplace competencies that have already been totally acquired and evaluated in the educational institution.

In this second type of work-study program, the content of the program of study is learned in school. Practical training periods in the workplace are then inserted during the program for the purpose of transfer and integration when the students are judged ready to carry out work-related tasks.

The total duration of the work-study practicums is therefore added to the prescribed duration of the program of study. Furthermore, the trainees are considered employees and usually receive a salary. The content of the practicum is determined by the needs of the business, but must be approved by the educational institution. In its agreement with the business, the educational institution must ensure that the tasks that are to be carried out during the practicums in the workplace are related to the program of study and consistent with the student's level of learning.

Therefore, this type of work-study program is designed to help students:

Since the competencies specified in the program of study have already been acquired and evaluated prior to the practicum, the trainee is evaluated on his or her ability to transfer these competencies to an actual work setting and on his or her attitudes, behaviours and performance.

The organization receiving the student has prime responsibility for determining the content of the work-study practicum and supervising and evaluating the student.

The "Cooperative Education Model" is the most common application of this second type of work-study program, focusing on transfer and integration. Programs under the "Cooperative Education Model" must meet certain specific requirements (see Appendix: The "Cooperative Education Model"), particularly with regard to the duration of practical training periods in the workplace, the arrangement of time spent in school and in the workplace, and the remuneration of student trainees. Not all models of work-study programs focusing on transfer and integration, however, need to be developed according to the requirements of the "Cooperative Education Model."