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

Abstract

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.

Work-integrated (adult) learning: Un-stigmatizing blue-collar adult learners in Singapore by embracing visibility

“…Unlike traditional front-loaded education whereby the emphasis is on academic learning, WIL programs for learners are targeted at the learners’ specific trade or industry. McRae et al (2018) characterized WIL as learning that consists of classroom learning and time spent working in industry, public or community organizations Zegwaard (2023). defined WIL as, ‘An education approach involving three parties – the student, educational institution and an external stakeholder – consisting of authentic work-focused experiences as an intentional component of the curriculum’ (p. 37).…”

Theory and practice of why to evaluate WIL: A context-sensitive approach

“…Over a decade ago, Smith (2012) researched student experiences of Australian-based WIL curricula, from which he proposed a framework for the evaluation of WIL curriculum. Centred on measures of authenticity, integrated learning supports, alignment, supervisor access, and induction/preparation processes (Smith, 2012), measurement was found to be relevant for different types of WIL; however, it was limited to student perspectives and did not demonstrate the relationship between processes and outcomes (McRae et al, 2018).…”

Not Everything Important Is Taught in the Classroom: Using Cocurricular Professional Development Workshops to Enhance Student Careers

“…Kolb’s (1984) theory about experiential learning involves a cycle of four key stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. A key aspect of this theory is the idea that students go through a purposeful experience that leads to some intended learning outcome (Kolb et al, 2001; McRae, 2018; McRae et al, 2017; Stirling & Kerr, 2015). Experiential learning is considered most effective when learning outcomes are linked to real-world experiences (Stirling & Kerr, 2015).…”

“…In alignment with the discussion above, more recent literature on experiential learning has focused on identifying the critical components of experiential learning, which include having students complete a focused reflection about the experience, as well as employing an authentic assessment of what students have learned (McRae, 2018; McRae et al, 2017). Since cocurricular activities usually do not include an authentic assessment, experiential exercises in a cocurricular context (specifically cocurricular workshops) may seem limited in terms of experiential learning.…”