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This Industry Training Federation (ITF) 20th anniversary publication documents the development of New Zealand's industry-led system of work-based learning and apprenticeships. The story, presented from the perspective of past and present stakeholders, relates three decades of history and the challenges and opportunities that lie ahead. The report draws attention to the call to 'bring back apprenticeships', not just in New Zealand but internationally; a response to the sense that apprenticeships were a good thing that somehow got lost. This realisation is manifested in deliberate policy efforts to revitalise and increase the number of apprenticeships and work-based learning in general.

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It is now widely recognised that the creative industries constitute an important and growing global economic sector (Cunningham, 2007). Career development programs for the creative industries sector are an international priority (Guile, 2007) which faces several key challenges. These challenges relate to the unique nature of the creative industries. In the creative industries it is thus of critical importance that tertiary work-integrated learning programs focus on more than just training students to become employees: they must also focus on developing the experience and employability of students who will undertake non-conventional career paths. One challenge for work-integrated learning programs in the creative industries is that there is little professional tradition of internships; many employers are not experienced in work-integrated learning participation, and many academics are not familiar with work-integrated learning. This paper reports on the results of an evaluative research program undertaken one year after the launch of the Queensland University of Technology’s (Brisbane, Australia) Creative Industries Transitions to New Professional Environments work-integrated learning program, focusing particularly on key themes and issues identified in interviews with the program’s industry partners and academic staff.

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Work-integrated learning (WIL) is a signature feature of study in many higher education institutions. In business degrees, industry feedback is recognized as an integral part of the assessment of WIL, yet the role played by industry in appraising student performance in the workplace has not been clearly defined. Based on interviews with industry supervisors and academic mentors, this paper addresses the integration of academic and industry supervisor assessment practices designed to maximize student learning outcomes and capture the depth of the learning experiences during a work placement. A model of industry feedback was developed to incorporate planned assessment practices that achieve the learning outcomes agreed to at the start of the placement by all stakeholders: the student, the academic mentor and the industry supervisor.

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This paper is about a case study of school-enterprise cooperation through which vocational school established partnership with suppliers by purchasing their facilities, and exploited and practiced project teaching by both parties working together in developing new products. Students learned through a real work process within the school education system, acquired competence and gained relevant experiences. Besides, teachers' professional competency was developed in the meantime enterprises made profits.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 100.484. Show less

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. Show less

The purpose of education has been debated in recent years, especially surrounding its curriculum and structure. In order to fully understand this discussion, the relationship between education and the labor market must be explored. This publication provides 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. While highlighting topics such as degree apprenticeships, integrated learning strategy, and economic development, this book presents current research on the relationship between the education and labor market.

Edited abstract from publisher's website.

The contents are as follows: Work-based learning in the United States: preparing secondary-level students for post-secondary success / Soung Bae, Svetlana Darche; Politics or pedagogy?: the emergence of workplace-based learning in South Africa / Ronel Blom; The creative disruption of degree apprenticeships in the UK / Darryll Bravenboer; Connecting theory and practice in higher education in Germany / Eva Cendon; Australia's national work-integrated learning strategy in university education: challenges and opportunities / Berwyn Clayton, Hugh B. Guthrie; Work-integrated and workplace learning in New Zealand / Katharine Hoskyn; Integration of work-based learning into higher education for economic development in Nigeria / Ifeoma C. Iyioke, Ike V. Iyioke, Joseph C. Ezemma; Work-based learning (WBL) in higher education and lifelong learning in the Netherlands / Jeroen Onstenk; Work-based learning in Ireland / Irene Sheridan; Some aspects of the growth of university student internship in Japan / Yasumasa Shinohara; Work-based learning in the United Kingdom: what we know of practice and an example: the WBL module and WBIS program at the University of Chester / Jon Talbot.

Individual chapters are available in VOCEDplus from TD/TNC 134.480 to TD/TNC 134.490. Show less

A National Internship Scheme will enable more Australian university students to undertake structured work-based learning in industry during their studies. Such a scheme will realise a potential for providing increased income support for students delivered in a way that complements their studies and increases their future employability and productivity. A broad partnership between universities, government and industries to develop a National Internship Scheme will provide support for efforts to address skills shortages in an effective and structured way. This final report reflects widespread consultation with the university sector, business, industry, professions, community groups and other interested bodies. It will be used to promote support for this proposal as a partnership model with government and industry.

A related paper is indexed at TD/TNC 93.373. Show less

TAFE NSW has a long history of developing and delivering work based learning. Over the past five years the Community Services, Health, Tourism and Recreation Curriculum Centre of TAFE NSW has been working with teachers to increase their capacity to deliver work-based learning and assessment to workers in the community services industry.

The paper documents and reflects on the experiences of teachers in a large project that delivered work based skill gap training and recognition for the alcohol and other drug (AOD) workforce in over 90 agencies across NSW. The information gathered, via interviews with the teachers who were part of the project, is also being used to further inform practice amongst community services teachers and to enhance the development of a learning community.

Published abstract.

The collected proceedings are indexed at TD/TNC 82.500; the collected PowerPoint presentations are indexed at TD/TNC 82.501; available papers are indexed from TD/TNC 82.502 to TD/TNC 82.528. Show less

The formative evaluation of Teaching and Research Aged Care Service (TRACS) models supported through the Aged Care Workforce Flexible Fund is a project being undertaken by the Australian Workplace Innovation and Social Research Centre (WISeR) at the University of Adelaide. TRACS are aged care services that combine teaching, research, clinical care and service delivery in one location to operate as a learning environment for aged care students and staff. TRACS involve partnerships between aged care providers, researchers and teaching personnel and are designed to yield enhanced quality of aged care, clinical placements and workforce development, and research which is relevant to aged care. Most partnerships are between universities and aged care organisations. The national evaluation began in December 2012 with a workshop of participants from the 16 TRACS projects and from the Department of Health and Ageing. It will complete in mid-2015.

This brief report provides an overview of the second workshop held in Melbourne on 19 May 2014. It followed on from the first workshop held in December 2012 to commence the process of establishing a community of practice amongst projects. The first half of the day was dedicated to project presentations focusing on key outputs and outcomes achieved to date. The discussions that followed focused on partnerships, building capacity in the aged care sector, workforce education and development, and enabling a research evidence base in aged care. Show less

This work was conducted by as a part of the Review of University-Industry Collaboration in Teaching and Learning. Undertaken by the Mitchell Institute for Education and Health Policy at Victoria University, this report outlines research that examines the education to work transitions of young Australians using data from the Longitudinal Survey of Australian Youth (LSAY). The findings have informed and been cited in the Review's final report [available in VOCEDplus at TD/TNC 146.844].

The findings of this research show that work experience does matter. University graduates in areas of study with a high prevalence of work integrated learning (WIL) have consistently better labour market outcomes. For many cohorts, those young people who have employment in skilled occupations while studying are more likely to attain skilled employment by age twenty-five. Overall, this research supports other findings showing formal education experiences, particularly at a course and education system level, that combine an employment contract with formal education, and attract a range of candidates, are those that generally have strong labour market outcomes for young people. This research suggests that finding ways to encourage relevant and authentic work experience may help improve the transitions young people make from education to work. This is particularly important for areas of study where there is traditionally lower instances of work integrated learning, such as those in the general sciences, humanities, and management and commerce areas of study.

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