As already mentioned, in order to assure high quality on WBL programmes, it is necessary to closely follow their procedures and monitor them with the aim of constantly improving them. Goals and specific learning objectives, which will lead to desired learning outcomes, need to be clarified at the outset. These objectives along with the general WBL regulations will provide the basis for monitoring and evaluating processes. It is important that all participants, who are involved in the learning processes, are well informed about these objectives and goals, agree with them and are committed to trying to achieve them. It is also important that participants are aware of monitoring and evaluating processes and that those processes do not disturb the workflow of the programme but rather they facilitate it.

                Closely monitoring and recording the WBL experience throughout its duration is the most important factor for evaluation and, thus, quality assurance. Without monitoring and recording, ensuring safe and high-quality learning experiences can be tricky. There is no data to provide feedback and, as a result, the evaluation process can only take place after the end of the programme, when the final learning outcomes can be assessed. WBL programmes, as part of educational programmes in general, should not act as “black boxes” that have specific inputs and produce specific outcomes after processing the latter. WBL programmes should be open for observation and constant evaluation, as they have to do with live, real-life situations that are bound to need adjustments according to conditions. Moreover, the whole WBL experience concept is not exclusively targeted at learning outcomes. WBL aims to provide students with opportunities to mature, to acquire soft skills, to socialize in the workplace and learn through it in ways that are not always tangible in a final learning assessment.

                The processes that will be used for monitoring and evaluating the experience depend on the type of the WBL programme, its duration, whether or not the programme leads to official recognition, etc. Responsible tutors should have the leadership and coordinate all of those processes as they are the experts from a pedagogical point of view. Nevertheless, no monitoring or evaluation can take place without the active participation of students and employers/mentors. For that reason, such processes must be clearly defined and must be simple and easy to implement. There is also a need for excellent communication and a good working climate where participants are respected and feel free to express themselves. Only then will the aforementioned processes run smoothly and provide the desired feedback.