The background focus of this discussion about work-integrated learning is the three streams of undergraduate Built Environment programs at Central Queensland University that are accredited by their relevant industries. CQU's students' truly work-integrated learning experience may be considered to be a 'self-paced flexible learning while earning' process. Relevant background theories of philosophy and the more recent manifestations of WIL are discussed at length in considering the strengths and weaknesses of the formal and informal opportunities for putting theory into practice in this alternative form of work integrated learning.
Half of all vehicle kilometres travelled and 62% of all deaths and serious injuries in New Zealand occur on local government roads. The upward trend in road trauma has revealed a growing disparity in safety performance between locally and centrally managed roads. The increasing gap, which is mirrored by differing levels of investment, was the stimulus behind a national project to understand the dynamics of local government road safety delivery and investment. Engagement workshops with local councils throughout New Zealand uncovered an array of common challenges – some of which were not anticipated
when the project commenced.
The background focus of this discussion about work-integrated learning is the three streams of undergraduate Built Environment programs at Central Queensland University that are accredited by their relevant industries. The students' truly work-integrated learning experience may be considered to be a 'self-paced flexible learning while earning' process. Relevant background theories of philosophy and the more recent manifestations of WIL are discussed at length in considering the strengths and weaknesses of the formal and informal opportunities for putting theory into practice in the alternative form of work integrated learning.
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