A number of organizational and institutional strategies can be adopted to help ensure that work-based learning is an attractive option for learners and for enterprises, and that time that is spent in the workplace results in learning. In apprenticeship training, the most important of these is an appropriately set training wage. If set too low, it will discourage people for applying to be trained; if set too high, it will encourage employers to use apprentices for relatively unskilled productive labour, and discourage them from spending time training them (Dionisius et al., 2008; Dustmann and Schoenberg, 2008). It is also important for apprenticeship-type arrangements to be supported by appropriate legal and regulatory frameworks, including provision for contracts of employment and training between the apprentice and the employer. In the Middle East and North Africa, for example, the absence of such provisions is a factor preventing the scaling up of promising regional pilot programmes so that they have mass and national application (Sweet, 2009). Other institutional and organizational preconditions for effective apprenticeship systems include appropriate financing systems, qualification and certification arrangements including regulated links between occupations and qualifications, and well-established governance arrangements at the sectoral level, including institutional cooperation between employers, governments and trade unions to set the agreed learning outcomes for the on- and off-the-job components of apprenticeships and their link to training standards and qualifications, and local quality assurance arrangements for training young people within firms and for linking firms with off-the-job educational institutions (see for example Ryan, 2000). Outside of apprenticeship arrangements, achieving effective student learning through workplace experience can be impeded by the organization of the school, by the absence of appropriate central policies to support workplace experience, and by insufficient resources for programme monitoring and quality control. A recent review in Chile (Kis and Field, 2009) has shown that in many cases these types of organizational factor act as an impediment to effective work-based learning in upper secondary vocational education programmes. In Chile, vocational education students receive a secondary school leaving certificate after four years of study. However they must complete between 480 and 960 hours of workplace training to receive a vocational certificate. Typically, this takes place after students graduate from high school, with only a very small proportion of students alternating periods in the workplace with classroom study. And so work-based learning is not integrated into the curriculum, but is seen as an application of what was previously learned in the classroom. Because completing the workplace training means that students have to delay entry to tertiary education by a year, perhaps half do not complete it. And as supervising the work-based learning is not part of teachers’ normal work load, but must be done as an additional duty, teacher visits to workplaces to check the quality of the training are limited. Practical tools such as training plans that can help the firms to train students are often absent.