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This paper explores the employees' readiness in the manufacturing sector for the fourth industrial revolution (4IR) vis a vis the 10 critical skill-sets identified by the World Economic Forum (WEF). We took a critical review of relevant theories and highlighted pragmatic solutions. Data collection for this study was obtained through a questionnaire among the employees of a brewing production plant in Nigeria. Using the 5-point Likert scale, 231 copies of the questionnaire were administered to workers on site. The study results are reported using a sample t-test to represent the values of Mean (M), Standard Deviation (SD), and Cronbach Alpha to test for the instrument's internal consistency. The analysis results revealed that most skillsets that require continuous career and employability in the 4IR are seen as low among the sampled organization employees, with an average mean score of less than 3.41. Interestingly, service orientation and people management skills are ranked the highest readily available skill among the workers. Many studies look at graduate work readiness, while attention to current employees' context is just beginning to gain traction.

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Work-integrated learning (WIL) is a strategy to create effective talent pools and meet business needs for competent and work-ready graduates. There are limited empirical studies on how WIL student demographic profiles (i.e., age) may affect the effectiveness of WIL projects and learning experience. Guided by the research question: Does undergraduate student age affect WIL preparation and experience? A survey was conducted through a quantitative approach among final year undergraduate students who participated in the WIL programme. Sixty-six copies of the questionnaire were distributed, forty retrieved and consider valid for further analysis. Data were analysed using descriptive and inferential statistics. Findings show that age could be an important factor in a student's WIL experience. Students in the age group of 21 years may have better WIL experiences than younger or older WIL students. Although age is not considered a major factor in determining overall WIL experiences, student demographical information is important for successful WIL projects. Findings further show that WIL preparation is an important factor towards better WIL project outcomes and enhanced student experiences. This paper adds to the body of knowledge on WIL student demographic considerations and creates awareness that student demographics must be considered if WIL projects are to be successful.