Work-integrated learning WIL provides an opportunity for integrating Indigenous and Western learning pedagogies and facilitate a meaningful pathway for authentic learning through developing partnerships between Indigenous and non-Indigenous stakeholders. However, research in developing WIL with Indigenous communities and appropriate learning…

The impact of the COVID-19 pandemic on the practice of work-integrated learning (WIL) has been significant, with many active WIL activities pivoting to remote offerings where students engage with the workplace through online platforms from their homes. The pandemic has also caused significant and ongoing disruption to the economy, likely causing…

In this "Reflection on Practice" paper we reflect on an early childhood Work Integrated Learning course redesign that explored new ways of developing and applying playfulness theory to higher education instructional approaches. Our experience was that the higher education students required more support to deepen their understanding of…

Despite being a key competency sought by employers, many college students do not exhibit career readiness upon graduation. Reverse mentoring between students (mentors) and company employees (mentees) is an innovative applied learning experience that helps students gain important job knowledge beyond what is taught in a traditional classroom…

Teaching skills through workplace learning is easy, but developing professional agency is more challenging. In this paper we turn Dewey's claim that "you cannot learn from experiences alone, but you can learn from reflecting on experiences" on its head. We suggest more, or at least equal, focus be placed on learning from…

The need for inclusive and equitable teaching and learning approaches is widely accepted in higher education literature. Surprisingly, the notion of inclusion appears to be neglected within the context of eWIL. This paper uses insights from multi-disciplinary theories to propose a framework for the development of an eWIL framework. Its key…

There has been much previous research on the use of online delivery in the vocational education and training (VET) and higher education (HE) sectors. Table 1 of this document summarizes the key findings and other points of interest from research published between 2017 and 2022. [For the full research report, see ED628926.]

Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply…

Adult education programs play a critical role in preparing immigrants and New Americans (multilingual learners) for employment by building English language skills and supporting workforce preparation and training. Addressing multilingual learners' economic integration needs, one of the three pillars of immigrant integration, along with civic and…

Universities globally have continued to strategically increase work-integrated learning (WIL) opportunities for students to enhance graduate employability. However, meeting the needs of the increasing number of placements in industry settings places challenges on employers and academic programme coordinators. This paper examines an innovative…

This paper describes the conception and progress to date of the development of work-based learning as part of post-qualifying education in the School of Nursing at the University of Salford. There is a changing culture in the university in relation to the delivery of programmes via non-traditional routes. In this context, work-based learning is a…

Effective teaching of the special needs marketing student through preparation, presentation, practice, and performance review is discussed. Also examined are several teaching strategies: individualized instruction; peer tutoring; field trips; games, simulations, and role playing; and cooperative work programs. (CT)

A project produced and field tested a selected set of video tapes and instructional material illustrating actual student performances and job requirements while on a high school work experience program. Objectives were (1) to enhance on-the-job student performances via immediate audio and visual feedback, (2) to establish a library of realistic…

At LaGuardia Community College, students enrolled in the cooperative education (Co-Op Ed) program are required to complete three internships and concurrent seminars as a requirement for graduation. The seminar curriculum provides a theoretical framework for analyzing and evaluating the students' internship experiences. The seminars also serve as a…

This paper discusses the central problems and issues of the transition from school to worklife in the United States. Developed from a framework which outlines the structure of the education system and the place of vocational-technical education within it, the paper addresses measures the United States has taken to facilitate the transition from…