Although this is a gloomy picture, there are reasons for optimism about the future of co-op. "Social, economic, and historic forces are making cooperative education more relevant than ever", including emphasis on university-industry-government cooperation, a fluid and demanding workplace, new technology, the need for continuous on-the-job learning, globalization, and demands for accountability. Federal investments in school-to-work and community service have resulted in a number of initiatives designed to provide "learning opportunities beyond the classroom walls". Because this has always been a principle of co-op, the field is in a position to capitalize on its strengths and the ways it complements other experiential methods in the effort to provide meaningful learning opportunities for students. To do this, however, cooperative education must be redesigned.
For Wilson, Stull, and Vinsonhaler (1996), a new vision involves conceiving, defining, and presenting co-op "as a curriculum model that links work and academics-a model that is based on sound learning theory". Ricks (1996) suggests affirming the work-based learning principles upon which co-op is based. These principles assert that cooperative education fosters self-directed learning, reflective practice, and trans formative learning; and integrates school and work learning experiences that are grounded in adult learning theories.
Schaafsma (1996) also focuses on learning, seeing a need for a paradigm shift from content learning to greater understanding of learning processes, including reflection and critical thinking. Co-op is an experiential method, but learning from experience is not automatic. Therefore, Van Gyn (1996) recommends strengthening the reflective component that is already a part of some co-op models. "If co-op is only a vehicle for experience to gain information about the workplace and to link technical knowledge with workplace application, then its effectiveness is not fully developed".