Why Canada needs a global education strategy

2018 ◽  
Vol 73 (1) ◽  
pp. 146-157 ◽  
Author(s):  
Roland Paris ◽  
Margaret Biggs
Keyword(s):  
International Education ◽  
Secondary Students ◽  
Global Education ◽  
Learning Experiences ◽  
Study Group ◽  
National Strategy ◽  
Integrated Learning ◽  
Post Secondary ◽  
Education Strategy ◽  
Work Integrated Learning

Based on the report of the Study Group on Global Education, this article explains why Canada needs a national strategy aimed at significantly increasing the number of Canadian post-secondary students going abroad for study and work-integrated learning experiences. International education may once have been viewed as an optional luxury. Now it must be seen as a vital tool to equip young Canadians – and Canada – to succeed in a more complex and competitive world.

scholarly journals Toward a Future-Ready Talent Framework for Co-operative and Work-Integrated Learning

2019 ◽  
Author(s):  
Norah McRae ◽  
Dana Church ◽  
Jennifer M. Woodside ◽  
David Drewery ◽  
Anne Fannon ◽  
...  
Keyword(s):  
Secondary Students ◽  
Integrated Learning ◽  
Skill Sets ◽  
Post Secondary ◽  
Future Of Work ◽  
Powerful Means ◽  
The Future ◽  
Work Integrated Learning ◽  
Context Specific ◽  
Adaptive Resilience

Co-operative education and work-integrated learning (WIL) are powerful means to prepare post-secondary students for the VUCA world: a world that is volatile, uncertain, complex, and ambiguous. Co-op and WIL programs expose students to the workplace which, among other things, allows students to learn about the contexts and challenges facing their employers. This contributes to the development of an “adaptive resilience” that is so crucial for coping with VUCA and the future of work and learning. Still, existing co-op and WIL programs can do more. We developed a Future-Ready Talent Framework that provides educators with explicit learning outcomes, gives students clear expectations, and equips organizations with a common language with which to interact with post-secondary institutions, educators, and students. Our Framework is comprised of four different skill sets: Discipline and Context Specific Skills, Develop Self, Build Relationships, and Create Solutions. Each of the four skill sets includes three distinct skills. Although it is a work in progress, our Framework can serve as the basis for improved curriculum, communication, and evaluation, and can serve as a tool for students to develop the confidence and know-how to face the future of work and learning.

scholarly journals Effective Implementation of TVET—Industry Partnership for Employability of Graduates through Work Integrated Learning in Nigerian Universities

2016 ◽  
Vol 8 (3) ◽  
pp. 307
Author(s):  
Ugwoke Ernest O. ◽  
Ezeji, Helen A. ◽  
Edeh, Nathaniel I. ◽  
Etonyeaku, Ernest A. C.
Keyword(s):  
Teacher Quality ◽  
Learning Experiences ◽  
Survey Method ◽  
Integrated Learning ◽  
Effective Implementation ◽  
South Eastern ◽  
Work Integrated Learning ◽  
Descriptive Survey ◽  
Structured Questionnaire

<p>This study is centered on the implementation of work integrated learning by Nigerian universities in partnership with industries. Descriptive survey method was adopted for the study and 45-item structured questionnaire was used to collect data from 117 TVET lecturers in universities that offer TVET courses in South-Eastern Nigeria. The results of the study showed that work integrated learning is implemented to low extent by the universities, and the implementation is constrained by many factors such as poor teacher quality, lack of policy and curriculum provisions for work integrated learning experiences and activities. Many strategies that can enhance the implementation of TVET-based work integrated learning by Nigeria universities were also identified. Based on the findings, it was recommended that government, TVET institutions and other stakeholders should give more support and encouragement for effective implementation of work integrated learning by universities in Nigeria in partnership with industries.</p>

Work-Integrated Learning

2022 ◽  
pp. 157-177
Author(s):  
Ross H. Humby ◽  
Rob Eirich ◽  
Julie Gathercole ◽  
Dave Gaudet
Keyword(s):  
Learning Environments ◽  
Integrated Learning ◽  
Work Experiences ◽  
Information And Communications Technologies ◽  
Post Secondary ◽  
Southern Alberta ◽  
Communications Technologies ◽  
Real Work ◽  
Institute Of Technology ◽  
Work Integrated Learning

Work-integrated learning (WIL) continues to be an essential topic of conversation among governments, educators, employers, and students. By various names and definitions, WIL attempts to inject the realism of workplace employment tasks into the post-secondary learning environment. The COVID-19 pandemic has forced stakeholders to innovate in the WIL space often using the advances in information and communications technologies (ICT) to build further bridges between learners and real work experiences. The chapter provides an overview of WIL followed by three specifics cases from marketing faculty at the Southern Alberta Institute of Technology (SAIT). In each of the three cases, faculty used different ICT to provide engaging learning environments linking business, industry, consumers, and the learners.

An entrepreneurial view of universal work-integrated learning

2020 ◽  
Vol 62 (4) ◽  
pp. 393-411
Author(s):  
AnneMarie Dorland ◽  
David J. Finch ◽  
Nadège Levallet ◽  
Simon Raby ◽  
Stephanie Ross ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Integrated Learning ◽  
Community Partners ◽  
Content Type ◽  
Post Secondary ◽  
The Core ◽  
Program Of Study ◽  
Learning Ecosystem ◽  
Work Integrated Learning ◽  
The Individual

PurposeWork-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have called for a significant expansion of WIL, one which would enable every undergraduate student has at least one WIL experience during their program of study. Despite these appeals, there remains a significant divide between the aspiration of universality and the realities. Consequently, the study asks the following question: How can post-secondary institutions expand their WIL initiatives to universal levels that deliver transformative learning?Design/methodology/approachIn this exploratory study, the authors leverage research from entrepreneurship and management to develop a conceptual model of universal work-integrated learning (UWIL). Entrepreneurship and management research is relevant in this context, as the rapid introduction of a UWIL has transformative implications at the level of the individual (e.g. students, faculty), organization (e.g. processes) and the learning ecosystem (e.g. partners, policymakers) — issues at the core of research in entrepreneurship and management over the past two decades.FindingsAt the core of the authors’ proposal is the contention that the high-impact talent challenge and the delivery of UWIL must be reframed as not simply a challenge facing educators, but as a challenge facing the broader ecosystem of the workforce and the larger community. The authors propose the implementation of UWIL through an open innovation framework based on five strategic pillars.Originality/valueUltimately, the findings the authors present here can be leveraged by all members of the learning ecosystem, including administrators, faculty, policymakers, accreditation bodies and community partners, as a framework for operationalizing a UWIL strategy. The study’s model challenges all members of this learning ecosystem to operationalize a UWIL strategy. This entrepreneurial reframing introduces the potential for innovating the delivery of UWIL by leveraging the broader learning ecosystem to drive efficiencies and transformative learning.

scholarly journals Challenges to providing work integrated learning to international business students at Australian universities

2015 ◽  
Vol 5 (4) ◽  
pp. 401-416 ◽  
Author(s):  
Catriona Gribble ◽  
Jill Blackmore ◽  
Mark Rahimi
Keyword(s):  
International Students ◽  
International Education ◽  
International Business ◽  
Work Experience ◽  
Business Students ◽  
Integrated Learning ◽  
Economic Implications ◽  
Content Type ◽  
Work Integrated Learning ◽  
Australian Universities

Purpose – The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications. Design/methodology/approach – This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university. Findings – Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government. Originality/value – This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.

scholarly journals Development of a Rubric to Assess Lifelong Learning in Work-Integrated Learning Reflection Assignments

2019 ◽  
Vol 12 ◽  
pp. 94-105
Author(s):  
Robert Sproule ◽  
Dave Drewery ◽  
Judene Pretti
Keyword(s):  
Nous Avons ◽  
Lifelong Learning ◽  
Financial Management ◽  
Assessment Instrument ◽  
Integrated Learning ◽  
Self Assessment ◽  
Post Secondary ◽  
Milieu De Travail ◽  
Initial Support ◽  
Work Integrated Learning

Lifelong learning has emerged as an important learning outcome across the Canadian post-secondary education system. However, assessments of lifelong learning have been limited to students’ self-reports, particularly questionnaires. In programs that offer work-integrated learning experiences, students’ reflections may provide a window to further developing this outcome. The purpose of this study was to develop a rubric for assessing lifelong learning in this context. A review of the literature was used to develop both a rubric and self-assessment instrument for measuring lifelong learning. Students in an accounting and financial management co-op program at a Canadian university (n = 32) completed the self-assessment and the rubric was applied to two reflection assignments. Staff feedback and correlational analyses provide initial support for the rubric as a useful tool for assessing lifelong learning. Implications for educators especially in work-integrated learning contexts are addressed. Keywords: lifelong learning, reflection, rubric, work-integrated learning   L’apprentissage permanent est devenu un objectif d’apprentissage important dans l’ensemble du système d’éducation postsecondaire canadien. Toutefois, l’évaluation de l’apprentissage permanent s’est limitée jusqu’à maintenant aux témoignages des étudiants, au moyen de questionnaires tout particulièrement. Dans les programmes qui offrent des expériences d’apprentissage intégrées au milieu du travail, les réflexions des étudiants peuvent représenter une occasion de progrès dans ce domaine. L’objectif de notre étude était de concevoir une grille d’évaluation permettant d’évaluer l’apprentissage permanent dans un tel contexte. En nous fondant sur un examen des études existantes, nous avons élaboré cette grille ainsi qu’un outil d’auto-évaluation afin d’évaluer l’apprentissage permanent. Des étudiants inscrits dans un programme d’alternance travail-études en comptabilité et gestion financière d’une université canadienne (n = 32) ont complété l’auto-évaluation et nous avons appliqué la grille d’évaluation à deux devoirs d’ordre réflexif. Les commentaires du personnel et l’analyse des corrélations semblent de prime abord indiquer que la grille d’évaluation est un outil utile pour évaluer l’apprentissage permanent. Nous discutons des conséquences de notre étude pour les éducateurs, tout spécialement dans le contexte de l’apprentissage intégré au milieu de travail.   Mots clés : apprentissage permanent, réflexion, grille d’évaluation, apprentissage intégré au milieu de travail

Brief work-integrated learning opportunities and first-year university students’ perceptions of employability and academic performance

2017 ◽  
Vol 26 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Brooke Harris-Reeves ◽  
John Mahoney
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Learning Experiences ◽  
First Year ◽  
Integrated Learning ◽  
Paired Samples ◽  
Employment Sector ◽  
Job Shadowing ◽  
Work Integrated Learning ◽  
First Year University

Universities are attempting to respond to recent changes in the employment sector in order to ensure graduates are job ready. One approach for preparing students for the evolving employment sector is to expose them to work-integrated learning experiences during their undergraduate degree. Traditionally, work-integrated learning experiences have been offered toward the end of students’ degrees, but there might be value in offering such opportunities as students’ transition into university. The aim of this study was to explore the outcomes of brief work-integrated learning experiences on first-year university students. A series of paired samples t-tests showed significant differences in students’ ( N = 28, Mage = 18.89 years) perceptions of employability and academic performance following exposure to 10-hours of job shadowing. The outcomes from the study suggest that students might benefit from work-integrated learning experiences in their foundation year of university. Implications for educators, universities, and the employment sector are highlighted.

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