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Download full textHondonga, Jerald; Chinengundu, Tawanda; Maphosa, Phyllis Kudzai – International Journal of Work-Integrated Learning, 2022
The COVID-19 pandemic disrupted the continuity to Technical Vocational Education and Training (TVET) activities and work-integrated learning (WIL) assessments, thereby negatively affecting the progression of studies for many learners. Several institutions revisited their assessment methods and tools for WIL during such pandemics. This study…
Descriptors: Foreign Countries, COVID-19, Pandemics, Vocational Education
Sheridan, Lynnaire; Gibbons, Belinda; Price, Oriana – Journal of University Teaching and Learning Practice, 2019
The Australian Government requires Higher Education Institutions to demonstrate the work-readiness of graduates. Consequently, Work Integrated Learning (WIL) has been adopted to enhance the workplace skills and professional networks of students to improve graduate employability. While WIL can take many forms, experiences located in workplaces…
Descriptors: Foreign Countries, Work Experience Programs, Capstone Experiences, Undergraduate Students
Direct linkEuropean Training Foundation, 2021
The European Training Foundation (ETF) has created a network of vocational schools and centres that aim for excellence: the ETF Network for Excellence (ENE). Its members are vocational education providers that wish to learn from each other, collaborate, improve their practice, introduce innovation, establish partnerships and provide support to…
Descriptors: Vocational Education, Vocational Schools, Partnerships in Education, Institutional Cooperation
