Trends in combining learning and production were examined through case studies of school enterprises in 11 countries: China, India, Indonesia, Papua New Guinea, Germany, Botswana, Kenya, Ghana, Algeria, Cuba, and Costa Rica. The study focused on the following: types and structures of school enterprises; organization of learning; competency profiles, learning outcomes, and learning goals; curricular processes; teaching staff; the regulatory framework of school enterprises; external relations; school enterprises' impact; financial options for school enterprises; and mixes of private and public roles. Even within single countries, school enterprises were assuming diverse forms that tended to fall into three categories: programs emphasizing economic goals; programs emphasizing educational goals; and programs attempting to reach a balance between economic and educational considerations. Many secondary-level school-based programs were incorporating elements from several of the following modes of organizing learning and training: traditional apprenticeships, on-the-job training, and dual vocational training (combining practical training in workshops of private enterprises with training in traditional training centers). The following were among the factors identified as enhancing school enterprises: support from policymakers; institutional-level policies that balance economic, educational, and social goals; diversified financing; incentives; networks; support infrastructure; monitoring system; and high standards of training. (Contains 61 references.) (MN)