This chapter contributes research on recent progress in selected countries across the globe in educational programs designed to better prepare students for the workforce through the use of work-related learning.
This chapter describes how the development of work-integrated learning (WIL) has become an increasingly important component of both curriculum and pedagogy across a wide range of disciplines in Australia's universities. This has been driven by institutions reacting to government and industry demands for work-relevant degrees and work-ready graduates. The chapter analyzes five of the eig
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This chapter contributes research on recent progress in selected countries across the globe in educational programs designed to better prepare students for the workforce through the use of work-related learning.
This chapter describes how the development of work-integrated learning (WIL) has become an increasingly important component of both curriculum and pedagogy across a wide range of disciplines in Australia's universities. This has been driven by institutions reacting to government and industry demands for work-relevant degrees and work-ready graduates. The chapter analyzes five of the eight action areas in the National WIL Strategy [available in VOCEDplus at TD/TNC 119.961]. A number of barriers to further implementation are identified and discussed, including funding, institutional constraints, assessment challenges, and employer capacity, particularly in smaller companies. Ways forward include developing quality information and the resources to support implementation, growing champions of the process in institutions and employers, and developing alternative approaches to delivery given the pressure placed on industry for work placements by all sectors of Australian education.
Published abstract.
The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 134.479.
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