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Center for Engaged Learning

What is work-integrated learning.

by Julia Bleakney

September 13, 2019

Work-Integrated Learning (WIL) is a well-theorized pedagogical practice that facilitates students’ learning through connecting or integrating experiences across academic and workplace contexts (Billett, 2009).  Higher Education Quality Council of Ontario’s 2016  Practical Guide for Work-Integrated Learning  offers a helpful introduction and resources for mentors .

[Also see our Work-Integrated Learning Resource Page !]

Various versions of WIL are in place in post-secondary educational contexts in Canada, Australia, South Africa, the U.K., and Europe, and WIL functions as an umbrella category for some types of experiential learning common in the U.S. and other contexts. Examples of this learning-practice integration include work placements, work-terms, internships, practica, cooperative education (co-op), fieldwork, work-related projects/competitions, service learning, entrepreneurships, student-led enterprises, applied projects, simulations (including virtual WIL), etc. (International Journal of Work-Integrated Learning; see Figure 1 below, from HEQCO 2016, 34).

Universities support WIL pedagogy in ways that are similar to support for service learning in US-based universities; for example, Murdoch University in Perth, Australia , provides support to staff with: (a) designing WIL learning activities and assessment items; (b) managing some of the processes associated with internships; (c) student preparation workshops and online modules; (d) a resource library; and by (e) facilitating a community of practice. In another example, at the University of Wollongong, the Careers Central office offers a variety of credit-bearing courses and programs in career-readiness tailored to different student populations or work contexts. Despite the wide variety of different WIL models, many are grounded in a focus on intention and integration–intentional approaches to blending workplace and curricular learning, and the integration of theory and practice ( Sachs, Rowe, and Wilson 2016 , 10).

Forms of WIL (HEQCO 2016, 34; based on O’Shea 2014)

Elements of WIL

Sattler (2011) identified three approaches or models for WIL: the first is what she terms systematic training , in which the workplace is “the central piece of the learning” (such as an apprenticeship); the second is structured work experience , in which students are familiarized with the world of work within a postsecondary education program (e.g., field experience, professional practice, co-op, internship); and the third is institutional partnerships , which refer to “education activities [designed] to achieve industry or community goals” (e.g., service learning) (Sattler 2011, 29; HEQCO 2016, 6). 

Dimensions of WIL (Ontario 2010, 6)

Cooper, Orwell, and Bowden (2010) developed the outer nodes on this Dimensions of WIL wheel (see above), highlighting dimensions that help with the planning and success of WIL. To these dimensions, Cantalini-Williams (2015) added the “CANWILL” framework for developing effective work-integrated learning experiences: CANWILL (curriculum, assessment, networking, workplace, integration, learning, and logistics) focuses on the delivery of WIL experiences. 

WIL and Learning Theories

Researchers have identified several theories of student learning that help explain the benefit of WIL and that also provide a framework for assessing its learning outcomes. Summarized by Sattler (2011) and Keating (2006), these include situated learning theory, action theory and boundary crossing, pedagogy of the workplace, and critical education theory. Additional theories include action learning, transformational learning theory, and the “Turning Experience into Learning Framework” (Boud, Keogh, and Walker 1985). Finally, Ontario uses Kolb’s modes of experiential learning. 

WIL and Writing

Based on a key-word search of articles published in the International Journal of Work-Integrated Learning (until 2016 titled Asia-Pacific Journal of Cooperative Education ), I found that writing intersects with WIL in a couple of key ways. First, reflection is often used as a tool for students to process learning; while students can use different modes for reflection, reflective writing is one important mode (see Edgar, Francis-Coad, and Connaughton 2013, who examine whether reflective writing is relevant for professional practice). In addition, writing is identified as a key competency in studies of employer expectations (e.g., Hodges and Burchell 2003). Finally, case study articles of an institution’s WIL that focus on student learning outcomes will often include written communication as an outcome (e.g., Alanson and Robles 2016). 

Opportunities for Future Research

As an institutional practice, WIL provides an established framework grounded in learning theory to support students’ learning in and through workplace settings. The WIL scholarship has not drawn from studies of workplace writing or writing knowledge transfer that have emerged from writing studies contexts, although of course the writing studies field has focused on internships and other workplace writing contexts (e.g. Anson and Forsberg 1990; Baird and Dilger 2017). However, case study assessments of WIL initiatives or studies of employer expectations that focus specifically on writing may provide important insights into how writing is both a tool for learning in – and a competency of – WIL.

Works Cited

• Alanson, Erik R, and Richard A Robles. 2016. “Using Electronic Portfolios to Explore Essential Student Learning Outcomes in a Professional Development Course.”  Asia-Pacific Journal of Cooperative Education  17, no. 4: 387–97.
• Anson, Chris M., and L. Lee Forsberg. 1990. “Moving Beyond the Academic Community: Transitional Stages in Professional Writing.” Written Communication 7 , no. 2: 200–231.
• Baird, Neil, and Bradley Dilger. 2017. “How Students Perceive Transitions: Dispositions And Transfer In Internships.” College Composition and Communication 68, no 4: 684-712
• Billett, Stephen. 2009. “Realising the Educational Worth of Integrating Work Experiences in Higher Education.” Studies in Higher Education 827-843.
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning Learning into Experience . New York: Routledge.
• Cantalini-Williams, M. 2015. “Teacher Candidates’ Experiences in Non-traditional Practicum Placements: Developing Dimensions for Innovative Work-integrated Learning Models.” In The Complexity of Hiring, Supporting, and Retaining New Teachers Across Canada , by N Maynes and B E Hatt, Canadian Association.
• Cooper, Lesley, Janice Orrell, and Margaret Bowden. 2010. Work Integrated Learning: A Guide to Effective Practice. London: Routledge.
• Edgar, Susan, Jaqueline Francis-Coad, Joanne Connaughton. 2013. “Undergraduate Reflective Journaling in Work Integrated Learning: Is it Relevant to Professional Practice?”  Asia-Pacific Journal of Cooperative Education 14 no. 3: 147-156.
• Hodges, Dave, and Noel Burchell. 2003. “Business Graduate Competencies: Employers’ Views on Importance and Performance.” Asia-Pacific Journal of Cooperative Education 16–22.
• Higher Education Quality Council of Ontario (“HEQCO”). 2016. A Practical Guide for Work-Integrated Learning: Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered through Colleges and Universities. Ontario: Queen’s Printer for Ontario.
• Keating, S. 2006. Learning in the workplace: a literature review. Victoria University. Retrieved from http://tls.vu.edu.au/PEC/PEC_docs/PEC%20LIW%20literature%20review%20final.pdf 
• Murdoch University. “Work Integrated Learning.” Accessed June 27, 2019. https://www.murdoch.edu.au/Work-Integrated-Learning/Staff/.
• O’Shea, Annissa. 2014. “Models of WIL.” In Work integrated learning in the Curriculum. Higher Education Research and Development Society of Australia guide , by Sonia Ferris, 7-14. Australia Collaboration Education Network Ltd.
• Sachs, Judyth, Anna Rowe, and Michael Wilson. 2016. “2016 Good Practice Report–Work Integrated Learning.” Australian Government Department of Education and Training. Accessed July 23, 2019. https://research-management.mq.edu.au/ws/portalfiles/portal/3559753 4
• Sattler, Peggy. 2011. Work-Integrated Learning in Ontario’s Postsecondary Sector. Toronto: Higher Education Quality Council of Ontario.
• University of Wollongong. “Work Integrated Subjects.” Accessed July 23, 2019. https://www.uow.edu.au/student/careers/work-integrated-learning/

Julia Bleakney is director of The Writing Center in the Center for Writing Excellence and assistant professor of English at Elon University. She is co-leading the 2019-2021 research seminar on Writing Beyond the University: Fostering Writers’ Lifelong Learning and Agency.

How to cite this post:

Bleakney, Julia. 2019, September 13. What is Work-Integrated Learning? [Blog Post]. Retrieved from https://www.centerforengagedlearning.org/what-is-work-integrated-learning/

• Engaged Learning
• Internships
• Work-Integrated Learning
• Julia Bleakney

What is work-integrated learning? A comprehensive guide to WIL

In the current academic environment, there's a growing emphasis on work-integrated learning (WIL) as a key component of higher education. Statistics show that half of all post-secondary graduates have participated in some form of WIL , underscoring its increasing importance in students' academic and professional preparation. 

This trend not only reflects the value placed on WIL experiences in enhancing student employability but also points to broader recognition among educational institutions, employers, and policymakers.

Today, we will examine the significant benefits and impact of WIL, highlighting its role in preparing students for a successful transition into the workforce and its contributions to the evolution of higher education.

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What is work-integrated learning?

Work-integrated learning (WIL) is an innovative educational approach in which academic theory and practical application converge to prepare students for the complexities of the modern workplace. By providing real-world experiences , this method not only enhances classroom learning but also brings theory to life. 

At its core, WIL offers students authentic experiential learning opportunities that directly contribute to their personal and professional development by integrating academic studies with relevant work experiences.

The significance of WIL has grown exponentially, particularly following the pandemic. As industries rapidly advance and incorporate technologies, professionals with a strong blend of academic credentials and critical intrapersonal skills (problem-solving, critical thinking, effective communication, etc.) are in high demand. 

WIL serves as a bridge for this gap, preparing students for a dynamic job market. Many institutions have recognized this as a crucial component of higher education, addressing the urgent need for graduates who are not just academically sound but also career-ready and adaptable to the changing demands of the job market.

For example, Marie-Maxime Bastien, a Business Administration educator at Collège André-Grasset , helped her students participate in virtual internships within multinational corporations that gave them experiences that were critical for life outside the classroom.

Additionally, Arizona State University and the University of California Riverside have both harnessed the power of WIL to enhance their course offerings and expand opportunities for international students . 

Common types of work-integrated learning

Different types of WIL cater to different educational goals and student needs. Each type offers unique opportunities for students to integrate academic learning with professional life, preparing them for success in their future careers. 

Here are some of the most common forms of WIL and examples of how they are implemented :

Internships

Internships are perhaps the most recognized form of WIL, offering students temporary work experiences that are often paid and always relevant to their field of study. Positions range from a few weeks to several months and offer hands-on experience under the guidance of professionals. 

Example: A marketing student might intern at an advertising agency, applying classroom theories to real campaigns and learning the nuances of client communication and project management.

Co-operative education (Co-op)

Co-op programs blend academic learning with work experiences in a student's area of study, offering deeper, often credit-bearing, professional exposure. Co-ops are typically longer than internships, sometimes lasting up to a year, allowing students to dive deeper into their professional development. 

Example: Engineering students may spend a semester working at a tech company, gaining insights into the design, testing, and production processes that they can then apply in their coursework.

Service learning

Service learning integrates community service with academic coursework, focusing on civic responsibility and the application of classroom learning to address community needs. Projects can vary widely but are designed to address community needs while helping students develop critical thinking, teamwork, and leadership skills. 

Example: Education students might engage in service learning by tutoring underprivileged children, directly applying their pedagogical theories in a manner that benefits both their academic growth and the community.

Industry projects

Industry projects involve students working on real-world problems presented by external organizations. These projects are usually part of the curriculum and can be tackled individually or in teams. They offer a direct application of classroom knowledge to challenges facing current industries, fostering innovation and problem-solving skills. 

Example: Computer science students could work on a software development project for a local startup, using their coding skills to create a product solution while navigating the project management and collaborative challenges inherent in real-world work.

The benefits of work-integrated learning for students and educators

Work-integrated learning offers numerous benefits, not only for students as they prepare for their future careers but also for educators and institutions seeking to enhance their educational offerings.

For Students

• Enhanced employability: WIL students often demonstrate practical skills and workplace readiness that can lead to higher employment rates after graduation .
• Practical skill development: WIL allows students to apply academic theories in real-world contexts, cultivating critical workplace competencies such as teamwork, communication, and problem-solving .
• Improved engagement: Participation in WIL has been linked to higher levels of student satisfaction and academic performance .

For Educators and Institutions

• Coursework relevance: WIL ensures that academic programs remain relevant to industry demands, which can increase student engagement and learning application.
• Stronger industry ties: WIL allows academia and industry to build valuable partnerships, enhancing educational content and facilitating collaborative research.
• Enhanced student learning outcomes: Institutions offering WIL opportunities often see improved metrics, such as improved graduation rates and job placements , enhancing their reputation with employers and students alike.

Integrating work-integrated learning into your educational strategy

Even though integrating WIL into educational curricula has numerous benefits, the process, while rewarding, involves navigating challenges like resource allocation and partnership development.

Strategic planning and the use of digital tools such as Riipen can streamline this integration, making it more manageable and effective.

Pilot programs are a great way to start integrating WIL into the curriculum because your institution can demonstrate its value and gradually scale it based on its success (just like the University of Arizona did). Combining this approach with digital platforms can result in more efficient WIL programs that consume fewer resources.

Riipen offers a powerful platform to facilitate the integration of WIL into educational strategies, addressing many of the challenges institutions face:

• Streamlining partnership development: Riipen connects educators with a vast network of over 30,000 industry partners from around the world, making it easier to find and develop meaningful collaborations that benefit students.

• Resource efficiency: From smart matching tools to tracking outcomes, the platform offers tools that streamline WIL project management, reducing administrative burden and resources needed.

• Enhancing student and educator experience: Riipen’s platform is designed to provide a rich experiential learning experience for students, offering authentic projects that enhance their employability and skills. Educators can integrate these projects directly into their curricula or create their own and find industry partners to collaborate with.

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Key takeaways

• By integrating real-world experiences directly into academic curricula, WIL prepares students for the complexities of the modern workplace.
• The implementation of WIL is diverse, with each form designed to meet different educational goals and student needs.
• WIL provides significant benefits to educators and students alike. 

To learn more about how Riipen can help integrate work-integrated learning into your programs, reach out and schedule a free demo .

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Home > Technical Training > Work Integrated Learning  > Work Integrated Learning for TVET Students

Work Integrated Learning

Our Work Integrated Learning programmes are designed to allow participants to complete the practical WIL component of their studies, paving a clear dedicated path to obtaining a National N Diploma qualification.

The WIL programmes consist of workshop based and experiential training elements, however, the possibility of incorporating a host employment programme also exist, the latter being an on-the-job experience phase. These programmes are adapted to the requirements of TVET qualifications as well as the area of specialisation of the student.

Workshop based training participants are trained on specific workshop skills in a range of disciplines and assessed on their ability to implement such skills before qualifying to progress to experiential training. During experiential training, participants conduct the planning and implementation of engineering projects from start to finish, thereby integrating knowledge and skills developed during workshop-based training into comprehensive & complete solutions. The on-the-job programme is real life application of skills at host employers, where participants will gain valuable & relevant experience. The on-the-job programme will only be incorporated if requested.

The standard programme is, what we call, the 9 + 9 programme, meaning 9 months’ workshop based and 9 months’ experiential training. On request we also provide the 6 + 6 + 6 programme, where you have 6 months’ workshop-based training, 6 months experiential training and 6 months on-the-job experience.

If you are not sure where to start please talk to us.

Our WIL for TVET students typically run as per the following, however, we adapt & customise programmes to client requirements, without compromising the core outcomes as required by TVET colleges. The programme below describes the 18-month programme, however, we do offer a 24-month programme as required by various TVET colleges.

Work Integrated Learning Programmes:

Whether you require Workshop Based Training, Experiential Training and On-the-job experience, only Experiential Training and On-the-job experience, or only On-the-job experience, we have the right solution for you. If you are not sure where to start contact us today.

The 9 months’ workshop-based training programme follows one of two tracks, depending on the area of specialisation of the student, although both tracks provide exposure to the same subjects, they focus on certain areas related to their discipline of specialisation.

• Electrical workshop (9 weeks)
• Electronics workshop (9 weeks)
• Automation/ Instrumentation workshop (9 weeks)
• Carpentry workshop (3 weeks)
• Fitting & Turning workshop (3 weeks)
• Boilermaking and Welding workshop (3 weeks)
• Carpentry workshop (9 weeks)
• Fitting & Turning workshop (9 weeks)
• Boilermaking & Welding workshop (9 weeks)
• Electrical workshop (3 weeks)
• Electronics workshop (3 weeks)
• Automation/ Instrumentation workshop (3 weeks)

The 9 months’ experiential training programme also follows one of two tracks depending on the area of specialisation of the student, where projects are focussed around specific subjects related to the discipline of specialisation.

• Energy metering and recommendations on improved energy efficiency
• Solar system design, Installation and Maintenance
• Cellphone and Laptop repair & rework
• General electrical maintenance
• PLC and Robotics
• PCB Manufacturing
• Basic drawing office on read manufacturing drawings
• Operate different CNC Machinery in a CNC environment
• Operate a CNC Router
• General Mechanical Maintenance

This is only applicable where the 6 + 6 + 6 programmed is followed and not during the standard 9 + 9 programme. During the 24 weeks’ on-the-job programme the students will be placed at host employers to gain experiences in relevant applications, including the following.

• Read and Interpret basic engineering drawings
• Produce any engineering parts using machinery
• Perform Installation and Maintenance on machinery
• Training Type: Work Integrated Learning
• Intake: Flexible Intake
• Duration: 6 to 18 months
• Who Should Apply: TVET Students with N6 requiring the WIL component to obtain their National N Diploma
• Endorsements: University of Johannesburg, Vaal University of Technology, Tshwane University of Technology, Central University of Technology, Mangosuthu University of Technology, Walter Sisulu University, University of South Africa

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Resolution Circle is a technical training provider with a wide range of programmes designed to address the skills required in the rapidly evolving technical work environment. We are committed to ensuring our trainees and corporate clients are equipped with a keen mindset, skillset and knowledge to harness all the opportunities emerging from the fourth industrial revolution. Resolution Circle is a subsidiary of the University of Johannesburg.

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Chapter 1: Work-Integrated Learning (WIL)

1.2 Types of Work-Integrated Learning (WIL)

Work-integrated learning (WIL) is offered in a variety of methods and models. Depending on the WIL type, your experience as a work-integrated learning student is either embedded as your course work toward your program or is separate from your regular program and is taken independently, such as a co-op program. Most of the time, a WIL experience counts towards course credit and/or credential completion. Each program and school are different, so you will need to check with your instructor or institution to learn more about what options exist at your school and what their eligibility requirements are.

Common Types of Work-Integrated Learning

There are nine common types of work-integrated learning. They are Applied Research, Apprenticeship, Co-operative Education, Entrepreneurship, Field Placement, Internships, Professional Practice (practicum and clinical), Service Learning, and Work Experience:

• Applied Research Project . This type of WIL is when students participate in research at job sites and workplaces. Students act as researchers about work instead of workers on the site. Some examples of applied research include consulting projects, community-based research, and design projects.
• Apprenticeship. This type of WIL is a formal model that matches a student apprentice with a certified journeyperson. The apprentice is paid to gain experience under the direction of the journeyperson while also taking some coursework or other in-class training. Some examples of apprenticeships include electrician, cook, hairstylist, or auto body and collision technician.
• Co-operative Education (Co-op) . This type of WIL combines work terms and academic terms, either alternating or back-to-back. Usually, the co-op experience is connected to the student’s field of study. Some examples of co-op opportunities are Marketing Associate for a Business Administration student majoring in Marketing; Social Media Assistant for a Public Relations student; and Clinical Assistant for a Kinesiology student.
• Entrepreneurship. This type of WIL supports students in the start-up of their own business. Students may get resources, space, mentorship, or other funding to help them turn their ideas into practice. Some examples of entrepreneurships are developing an online store, designing a new app service, or creating a local delivery service.
• Field Placement. This type of WIL is usually part-time or short term. It is an intensive opportunity for students to gain experience as a part of academic programs that do not have other formal WIL elements like co-op or apprenticeship and may or may not require supervision of a registered or licensing body. Some examples of field placements include areas of study such as social work, forestry, and engineering.
• Internship. This type of WIL is usually discipline specific, supervised, and intensive. It may be paid or unpaid and take place at any time within a student’s program. Some examples of internships include Human Resources assistant, Manufacturing intern, or Graphic Design intern.
• Practicum or Clinical Placement. This type of WIL is a mandatory unpaid work experience under the supervision of a registered professional as a requirement for licensure or certification. Some examples of practica are diagnostic medical sonography practicum, nursing practicum, or medical device reprocessing technician clinical.
• Service Learning. This type of WIL matches community need with student workers in a particular class or discipline. Students work in partnership with a community organization to help solve problems and meet needs identified by the community. Some examples of service learning are Writing students developing content for a women’s shelter website, Physics students tutoring high school or Accounting students providing support at free tax clinics.
• Work Experience. This type of WIL incorporates work terms into an academic program. It may have fewer formal components than a co-op program. Some examples of work experience include pro cook training, customer service, or administrative placements.

Work-integrated learning looks different at every school and workplace. This short list, adapted from Co-operative Education and Work-Integrated Learning Canada (CEWIL Canada, 2021), should help you see what options are out there. To learn more about the various types and definitions of work-integrated learning in Canada, visit What is WIL? on the CEWIL Canada website: What is Work-Integrated Learning? If you want to know how a particular type of WIL works at your school, contact your program administrator or work-integrated learning office to learn the specifics that apply to you.

There are also simulated types of WIL that may be course-based and embedded right into the student’s assigned work. The experience is structured with purposeful and meaningful activities linked to course outcomes to tie the theory concepts into the work being completed. Types of simulated WIL are teaching lab, simulated interactive lab, employer or community-based project, and capstone project. WIL involves various stakeholders including organizations, industry, faculty, administration, and in some instances government, and the Industry Training Authority (ITA), which leads and coordinates British Columbia’s skilled trades system (ITA, 2019).

Using the information above and/or using the CEWIL website , complete the following True/False questions.

• WIL intentionally integrates a student’s academic studies within a workplace or practice setting?
• Work experience is typically one work term and completed as part-time?
• Internships are typically 12 to 16 months however, can be any length of time?
• Co-op consists of combining academic terms and paid work terms?
• Field placements are part-time and short term intensive hands-on practical experiences in a setting relevant to the student’s subject of study?

Case study: Avery learns about work-integrated learning

Avery goes to the WIL info session at the College of New Caledonia (CNC). He learns that CNC offers a form of work experience placement as a part of course credit for an elective course called Work-Integrated Learning. If he chooses to take the class, he will work with his instructor to identify areas of work relevant to his program and learn about how to apply for work. He will practice job-related skills in class, like resume writing, interview skills, workplace safety, and more. He will be required to apply for, interview, and successfully get a field placement. He may also have to help identify potential workplaces for his work experience placement and approach them about taking him on. His work experience placement will count as real job experience that he can use on his resume when he graduates. Even though he won’t get paid, he will gain experience that may help him get an advantage over his classmates who do not participate in this elective program.

The Class Part of Work-Integrated Learning

Like with the types of WIL, class can look different depending on which program you take. Most of the time, these programs get you some form of academic credit. They do not always have grades, though. Pass/fail is a common way to mark completion on your transcript. Many co-op, internship and apprenticeship programs have class components where you prepare for and debrief your experiences in class. Think about these as the “feeling” and “thinking” stages of Kolb’s model of experiential learning. Sometimes, there is no associated class. Instead, you might be asked to work independently on activities or a report that summarize your experience. Here are a few common activities that could be linked to the school part of work-integrated learning:

• Assessments. You may engage in a variety of assessments to help you determine your strengths, areas for development, skills, and competencies. These assessments will help you to set goals and evaluate your improvement as you progress throughout your work term.
• Preparation Classes. You may be required to attend class, workshops, or other events before you start applying for work opportunities. Typically, these sessions would be focused on the early stages of the job search. They may also be built around particular themes or issues in the workplace.
• Training and Seminars. Part of your WIL experience may be group training. This could be related to workplace safety, like the Workplace Hazardous Materials (WHMIS) course or a Standard First Aid course. It could also be a form of professional development like Intercultural Competency training, ethics, or conflict resolution training.
• Worksite Visit. Your WIL instructor may connect with you and your supervisor during your work term. This monitoring exercise may happen virtually via a conference call or involve an actual visit to the worksite. You may have to complete assignments, assessments, or reflections as a part of this process.
• Online or In-Class Check-ins. Many schools offer a virtual classroom to accompany a work placement. This may take the form of a repository of information for students, or it might take the form of a synchronous or asynchronous online class. You may have assignments, group work, or other activities to complete as a part of these check-ins.
• Work Term Reports. Often students will be asked to reflect on their work placement in a formal report. These reports may ask you to reflect on your skill development, goals, and challenges. It may be a written report, but could also take the form of a journal, online discussion, workshop, presentation, or video.

Case study: Avery in WIL Class

It is the next semester, and Avery is taking WIL as one of his electives. For the first six weeks, he completes online work readiness modules. So far, he has completed several assessments to determine what kind of careers suit him, engaged in a job search, written a cover letter and resume, and started applying for placements. One of his weekly assignments is a journal where he reflects on what he has learned. He responds to different questions each week. They are all connected back to the main theme of the week. Once his work experience placement begins, he will be required to document his tasks. At the end, he will complete a learning portfolio and may be required to prepare a presentation for the employer Avery’s learning portfolio will include his best journal entries, a statement about his goals, and a statement about his next steps.

Imposter Syndrome

Most of experience some form of imposter syndrome at some point in our school and work lives. It is a feeling of self-doubt that perhaps you don’t really belong where you are at because you do not have the skills or knowledge that others perceive you as having. A nagging that you have ended up in this job or in this course out of luck and that everyone will find out that you’re not really who they think you are. It often makes us uncomfortable and therefore not always talked about. If you ever experience this, here are a couple of things to help dispel it:

• Acknowledge it and then put it into perspective.
• Share your feelings with a trusted friend or mentor.
• Celebrate your strengths and successes.
• Accept that no one is perfect. See yourself as a work in progress with the ability to continue to learn and grow.
• Challenge negative thoughts and if you need evidence recall past successes.

The Work Part of Work-Integrated Learning

As a WIL student, you will have a lot of responsibilities at work. You will maintain dual accountability to both your WIL supervisor and your supervisor at work. You will need to communicate, conduct yourself professionally, understand confidentiality, seek feedback, and be open to learning. The WIL placement opportunity is dependent on good and open communication and active listening. As you openly ask questions, you will find your fit and the expectations of you within the placement. Before you begin, you should familiarize yourself with your school’s student code of conduct, any rules or regulations in the WIL placement, and the organizational guidelines and rules at your work placement. Here are a few common responsibilities that you will have as a part of the work part of work-integrated learning:

• Establish Contact with the Workplace Appropriately. The post-secondary WIL program will likely have an established process where the student is provided with forms to fill out and a process to contact the work placement. In some cases, you will need to apply and interview for open positions. In other cases, you may actually be in a position of soliciting a potential work placement. Once you and your employer have agreed to the placement, you will establish an initial connection and a follow-up meeting to discuss the commitment such as work hours, conduct, duties, primary contact, etc.
• Follow Workplace Requirements. Once your placement begins, be punctual and follow the daily organizational routines that are in place. Organizations often mandate that employees abide by a set structure of routine, with scheduled work hours, breaks, and social norms.
• Work within your assigned role. Your roles and responsibilities may begin before and keep going after the work placement. However, your duties should be clearly laid out. You need to ensure that you do not attempt or ask to perform tasks beyond your work placement requirements. Students are responsible for taking care and understanding not to perform tasks beyond their skills and capabilities, communicate openly to ask questions, express any concerns, and ensure to perform and complete tasks assigned to their best abilities.
• Be curious about the workplace protocols and culture of your placement. Organizational protocols and culture will vary from organization to organization, and this is your opportunity to really explore the industry or sector where you aspire to work after graduating. Confidential information related to the work placements should not be disclosed without the spoken permission of the employer. Always seek clarification from the employer if you are unsure whether certain material or information is confidential. Information obtained in WIL should not be leveraged in any way for personal gains.
• Follow occupational health and safety guidelines. You should also seek to know and understand the workplace occupational health and safety standards within your region. In British Columbia, employee and employer safety standards are regulated by WorkSafe BC which are explored further in Chapter 5: Workplace Safety .

You are required to manage the set of obligations set out by the post-secondary institution and the employer within your work-integrated learning placement. Remember to maintain a high level of professional behaviour during your work placement and enjoy the learning experience to discover new possibilities through work-integrated learning.

Activity: Questions to answer before your work placement

To help you prepare for your work placement, come up with a plan! Try to answer the following questions about your work placement before it begins.

• How can I demonstrate active engagement in my work placement?
• What if I make a mistake?
• The work tasks being assigned to me are out of my scope of knowledge, what should I do?
• My responsibilities are unclear, who could I talk to?
• How can I find out the daily organizational routine?

Case study: Avery prepares for his work placement

Avery has just finished interviewing with three potential work experience placements. He has received two offers, both as administrative support in busy offices. As he is making his decision about where he wants to work, he turns to the WIL questions he needs to answer about his work placement. Here are his initial responses:

• Ask for a list of duties and orientation materials.
• Prepare a calendar with events and due dates.
• Create some templates for routine tasks to remind me of what to do.
• Request feedback on my performance from my supervisor.
• Identify the mistake and fix it if I can.
• Report to my supervisor.
• Write about it in my journal.
• Come up with a plan to prevent it from happening again.
• Identify strategies for learning on the job.
• Ask for help and clarification from my boss.
• Request additional training or job shadowing if I need it
• Peer group in my class
• Ask supervisor or co-workers.
• Read employee manual or other documentation.

Getting Ready for Work-Integrated Learning Copyright © 2022 by Deb Nielsen; Emily Ballantyne; Faatimah Murad; and Melissa Fournier is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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• Received an offer letter? Here’s what’s next.
• You will be joining as a Scholar Trainee.
• Online Assessment (80 minutes)
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• Written Communication Test (20 minutes)
• Upon selection in the Online Assessment, candidates will be required to go through Business Discussion Round
• 10th Standard: Pass
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• Graduation – 60% or 6.0 CGPA and above as applicable by the University guidelines
• 2021, 2022 and 2023
• Bachelor of Computer Application - BCA
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• Open school or distance education is allowed for 10th & 12th only.
• One Backlog is allowed at the time of Online Assessment.
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• Mandatory to have studied Core Mathematics as one subject in Graduation.
• Business Maths & Applied Maths will NOT be considered as Core Mathematics in Graduation.
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• Should be an Indian Citizen or should hold a PIO or OCI card, in the event of holding a passport of any other country.
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Work Integrated Learning Program 2023

Planning out your future is not always easy! Do you opt for higher education, or should you start working right away? The first option boosts your career but will mean an upfront investment. The latter enables you to get a head start on your career — but what about future growth? And there’s always the uncertainty of finding the right job at the right time. The solution is simple. Wipro’s Work Integrated Learning Program 2023 offers BCA and BSc students a chance to do it all! Start working at Wipro while pursuing an M.Tech degree from a premier university. Here’s the best part — we sponsor your degree too. Interested?

Eligibility Criteria

Year of passing, qualification, other criteria, joining details, stipend details.

Period: (INR Per Month) 1st Year: You will receive a stipend of INR 15,000 + 488 (ESI) + Joining Bonus of Rs.75,000 along with the 1st month Stipend. 2nd Year: You will receive a stipend of INR 17,000 + 533 (ESI). 3rd Year: You will receive a stipend of INR 19,000 + 618 (ESI). 4th Year: You will receive a stipend of INR 23,000 One time Joining Bonus - 75000 INR Merge Bonuses for the 1st 3 years post completion of the M.Tech degree. Post the completion of the program, designation will be Senior Project Engineer and compensation will range from INR 6,00,000 p.a onwards depending on performance. Other Benefits: • M.Tech degree fully sponsored by Wipro. • Group Life Insurance of INR 14 Lakhs p.a • Group Personal Accident Cover of INR 12 lakhs p.a Performance Bonus is applicable only to full time employees recruited after successful completion of WILP program. Bonus details are mentioned below: End of 1st year: 1,00,000 to 1,50,000 End of 2nd year: 1,00,000 to 1,50,000 End of 3rd year: 1,00,000 to 1,50,000

Training Agreement

You will be required to sign a training agreement for 60 months upon joining. Please Note: You will be liable to pay a sum of INR 75,000 on pro rata basis if you leave the organisation before 5 years of the training agreement are up.

Selection Process

Every eligible candidate must go through below online assessment details appended for your reference..

It is entirely the responsibility of Wipro to permit/limit the participation of each candidate in the Work Integrated Learning Program 2023 recruitment process. Reservations Parameters and selection procedure belongs solely to the discretion of Wipro. Wipro is not obligated to disclose any information at any stage of the selection process. Wipro also reserves the right to make an initial offer if the provisionally selected candidate does not meet certain conditions, which are a prerequisite for employment. Wipro also reserves the right to be held liable to any candidate if he/she is found to be involved in any illegal activity, for example: misperception, fraud, production of illegal documents, etc. Wipro will inform candidates about the results of the recruitment by individual e-mails or other means of communication provided by individual candidates. Please note that at any stage, whether during your online test and/or interview process or upon joining the Company, if it is brought to our notice that you have indulged in malpractices or used illegal means to clear your online assessment, the Company shall withdraw or revoke the offer with immediate effect and we reserve our rights to take suitable action against you as we may deem fit. We are an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, gender identity, sexual orientation, disability status, protected veteran status, or any other characteristic protected by law. Any complaints or concerns regarding unethical/unfair hiring practices should be directed to our Ombuds group www.wiproombuds.com

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Any complaints or concerns regarding unethical/unfair hiring practices should be directed to our Ombuds Group at [email protected] We are an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, caste, creed, religion, gender, marital status, age, ethnic and national origin, gender identity, gender expression, sexual orientation, political orientation, disability status, protected veteran status, or any other characteristic protected by law. Wipro is committed to creating an accessible, supportive, and inclusive workplace. Reasonable accommodation will be provided to all applicants including persons with disabilities, throughout the recruitment and selection process. Accommodations must be communicated in advance of the application, where possible, and will be reviewed on an individual basis. Wipro provides equal opportunities to all and values diversity.

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Tiger Brands – Work Integrated Learning (WIL) Programme 2023

Location: Bryanston, South Africa

Closing Date: Not Specified

Tiger Brands invites applications from South African unemployed youth to apply for Work Integrated Learnership Programme 2023.

This is a 12-month learning opportunity to work on and support projects within Tiger Brands.

This  Work Experience student opportunity  will provide you with practical experience and give you a head start and understanding on your chosen career path.

Responsibilities

WHAT YOU’LL BRING TO THE TABLE:

You will have opportunity to be an owner every day as you:

• Support project work
• Problem-solve issues
• Work with a cross-functional team to complete a Work Integrated Learning project as assigned by your Line Manager
• Attain on-the-job work experience aligned with your career aspirations
• Perform additional responsibilities as requested to achieve business objectives.
• You would have graduated with the relevant degree as per the job title

Qualifications

ESSENTIAL SKILLS & QUALIFICATIONS

Favorable Bcom or Btech for this programme:

•          Information Technology

•          Computer Science 

    Listed below are the minimum requirements that you are required to meet:

• Citizen in the country of hire
• Should be based at the city of hire
• A relevant Bcom or Btech qualification
• Have not worked full time (more than 1 year) in their field of study
• Currently in final year of the qualification
• Work authorization in the country for which application is being submitted

At application, please ensure that you attach the following documents:

• Matric Certificate
• Academic Transcripts
• Work integrated learning requirement letter from institution

How to Apply

Apply Online for the Tiger Brands – Work Integrated Learning (WIL) Programme 2023

Kindly note that should you not receive a response within 21 days please consider your application unsuccessful.

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