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Pretti, T. Judene; Etmanski, Brittany; Drewery, David W. – International Journal of Work-Integrated Learning, 2021
This paper advances the Future Ready Talent Framework (FRTF), a conceptual model of talents that are relevant to stakeholders of work-integrated learning (WIL) programs. The paper is organized into three sections. The first section provides background on the development of the FRTF, including a brief review of talent frameworks and the future of…
Descriptors: Talent, Models, Work Experience Programs, Futures (of Society)
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Shaik, Naseema – Journal of Early Childhood Teacher Education, 2022
Providing support to student teachers to implement participatory pedagogies is vital for understanding the importance of listening to children's voices and involving them in decision making. At a local university in the Western Cape, South Africa, ten final year Foundation Phase student teachers studying toward the Bachelor in Education who…
Descriptors: Foreign Countries, Student Teachers, Student Teacher Attitudes, Inclusion
Clare Buckley Flack; John Sludden; James J. Kemple – Research Alliance for New York City Schools, 2024
There is currently a heavy emphasis on career-connected learning for high school students in New York City. ExpandED Schools' science, technology, engineering and mathematics (STEM) Options (ES Options) program predates the newest of these initiatives. Launched in 2019, ES Options combines a credit-bearing STEM apprenticeship in the spring with a…
Descriptors: After School Programs, Work Experience Programs, STEM Education, Student Participation
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Young, Kirsty; Rooney, Donna – British Journal of Special Education, 2023
This research identifies the soft (employability) skills that key stakeholders view as essential for young people with intellectual disability (ID) to gain and maintain open employment. The study subsequently examined the work experience opportunities for young people with ID to develop these soft skills during their school years. Qualitative data…
Descriptors: High School Students, Intellectual Disability, Skill Development, Soft Skills
Rachel Rosen; Emma Alterman; Louisa Treskon; Leigh Parise; Michelle Dixon; Cassie Wuest – MDRC, 2023
The New York City P-TECH 9-14 schools are an educational model that ties together the secondary, higher education, and workforce systems to improve outcomes across domains. The distinguishing feature of the model is a partnership among a high school, a community college, and one or more employer partners that focuses on preparing students for both…
Descriptors: High Schools, Community Colleges, Employers, Partnerships in Education
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Telukdarie, Arnesh; Munsamy, Megashnee; Mohlala, Popopo Jonas; Monnapula, Lesego Lydia; Viswanathan, Radhakrishnan – Higher Education, Skills and Work-based Learning, 2022
Purpose: The purpose of this research is to investigate sustainable strategies for skills development that is specific to the youth of South Africa. International and South African data are statistically analysed and quantified to provide inputs for the systems dynamics (SD)-based predictive skills model. The skills model simulates the impact of…
Descriptors: Foreign Countries, Youth, Skill Development, Culturally Relevant Education
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Ashman, Kate; Rochford, Francine; Slade, Brett – Journal of University Teaching and Learning Practice, 2021
This article considers the intersection between two major themes in university policy: the improvement of participation by rural and regional communities and the dimension of graduate employability. It argues that work-integrated learning has the potential to address both themes, but that the development of an apprenticeship model for prestige…
Descriptors: Work Experience Programs, Apprenticeships, College Students, Rural Areas
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Caldicott, Julia; Wilson, Erica; Donnelly, James F.; Edelheim, Johan R. – International Journal of Work-Integrated Learning, 2022
Work-integrated learning (WIL) continues to be a central element of higher education and may provide students with opportunities for both personal and professional development. However, the personal development opportunities afforded by WIL are often overshadowed by the more typical focus of work readiness. Increasing attention to self-authorship,…
Descriptors: Employment Potential, Work Experience Programs, Internship Programs, Professional Development
Amechi, Mauriell H. – New America, 2022
Despite the growing popularity of WBL, the community college and workforce development fields need greater transparency and clarity on the design of these programs to broaden workforce pathways, ensure the transferability of exemplary program models, and support the advancement of equitable outcomes for all students, especially learners from…
Descriptors: Work Experience Programs, Community Colleges, Labor Force Development, Education Work Relationship
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Effeney, Gerard – Journal of Higher Education Policy and Management, 2020
Work Integrated Learning (WIL) increases the 'work readiness' of university graduates but it is a complex undertaking and involves numerous risks for the stakeholders involved. A systematic review of the literature published between 2012 and 2017 reveals that the discourses related to risk and WIL are quite limited with the perspectives of key…
Descriptors: Risk, Experiential Learning, Stakeholders, Higher Education
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Finn, Frances Louise – Work Based Learning e-Journal International, 2020
Due to policy changes across Europe, work-based learning pedagogies are on the increase in Higher Education programmes. This paper discusses the development of a theoretical framework and conceptual model used to underpin an investigation of work-based learning in postgraduate nurse education. An original conceptual model for analyzing the…
Descriptors: Graduate Students, Nursing Students, Nursing Education, Work Experience Programs
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Rukiya Curvey Johnson; Natalia Gallegos; Heather Hampton; Darius Caffey; Kimberly Bailey; Ellen Vigil; Tanea Culbreath-Byrd; Denise Jenkins; Angela Freeman – Journal of STEM Outreach, 2023
Students of color, first-generation, and residents of communities experiencing disinvestment--who aspire to obtain meaningful postsecondary degrees, career success, financial security, and social mobility--face tremendous challenges in navigating science, technology, engineering, math, and health science (STEM-H) education and career sectors. The…
Descriptors: Students, STEM Education, STEM Careers, Health Sciences
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Bandaranaike, Suniti; Orozco Quijano, Elsa Patricia; Navarrete-Baez, Francisco Ernesto – International Journal of Work-Integrated Learning, 2020
In the current context of COVID-19 and the limited availability of physical workplace settings for work-integrated learning (WIL), this study explores the intervention of a WIL pedagogical strategy in order to support career development learning during the pandemic. The innovative Entrepreneurial Mindset (EM) reflective model introduced at a…
Descriptors: Foreign Countries, COVID-19, Pandemics, Work Experience Programs
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Fleming, Jenny; McLachlan, Kathryn; Pretti, T. Judene – International Journal of Work-Integrated Learning, 2018
Work-integrated learning (WIL) experiences rely heavily on the development of relationships between the university, industry and often community organizations. As participation in WIL is increasing, the issue of sustainability becomes paramount, requiring processes and practices for effective collaborations and partnerships. This paper reports on…
Descriptors: Foreign Countries, College Students, Work Experience Programs, Partnerships in Education
National Centre for Vocational Education Research (NCVER), 2022
"Research Messages 2021" highlights the diverse range of research activities undertaken over the past year by the National Centre for Vocational Education Research (NCVER). In 2021, research was shaped both by the VET (vocational education and training) reform agenda, and issues emerging from the pandemic. The 2021 national VET research…
Descriptors: Vocational Education, Educational Research, Foreign Countries, Job Training
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