Cooperative And Work Integrated Education In Asia

It has been over a century since "Cooperative System of Education," a work-study programme for higher education, was initiated by Herman Schneider at University of Cincinnati in the United States. Today, it is known as "Cooperative Education" which is commonly included within the umbrella term of "Work-Integrated Learning" and broadly referred to by the World Association of Cooperative Education (WACE) as "Cooperative and Work- Integrated Education (CWIE)". Its development worldwide has been closely related to the socioeconomic background of the region. This book offers the first attempt to focus on the development of CWIE in Asia. To date, the development of CWIE in the Asia region has been slow compared to their counterparts. The analysis follows international comparisons of China, Japan, Korea, Hong Kong, Vietnam, Thailand, Malaysia, and Singapore on their educational history, vocational education, CWIE, and future issues. Although the level of development varies among them, there is no doubt that this region as a whole is experiencing a rapidly growing global demographic and economic prominence. CWIE can, and to some extent already does, play an important, supportive role as part of growth. The book goes on to conclude that in order to enable further successful expansion of CWIE, and improve its best practice, it is imperative to establish national and regional associations for CWIE, as well as establish collaborative research activities across the region with governmental funding support.

This book explores new questions about the state of work and work readiness for new university and college graduates in the context of work-integrated learning in the 21st century and the role of higher education in preparing students for the challenges of global economic shifts in the labour market.

"The Handbook has four sections. Section I is concerned with the theory of cooperative education, with particular focus on the learning that occurs in the workplace. This part also addresses contemporary issues such as assessment of cooperative education, and identifies areas of needed research. Section II examines the practice of co-op worldwide. This part shows the breadth of disciplines of study, and is intended to allow co-op professionals see how co-op has been used in their discipline and other disciplines. This has been substantially revised from the first edition, with many more disciplines now covered. Each chapter in this section contains contributions from several authors, in most instances from more than one country, in order to gain an international perspective of the practice of co-op. The chapters begin with an overview of the discipline as it pertains to co-op, and consider models of practice, outcomes, constraints, and conclude with a detailed case study of co-op in the discipline. Section III is concerned with the benefits of co-op for all three parties; employers, students, and educational institutions. Section IV concludes the Handbook by considering some current issues confronting co-op, and the future of co-op."--publisher website.

The Routledge International Handbook of Work-Integrated Learning, third edition, provides an extensive overview of work-integrated learning (WIL) for practitioners and educators, and contains practical insights on how to improve everyday application of it. WIL is a diverse and complex subject, with much debate around what constitutes good practice. In this Handbook, well-established international WIL, an extensive compilation of relevant literature related to its application, and examples of good practice. The third edition has been substantively revised and restructured, presenting 11 different models of WIL along with supporting literature and examples, and discusses developing and managing WIL within a qualification and across the institution. The Handbook also presents evidence-based benefits for stakeholders and explores topics such as stakeholder engagement, risk management, and the role of national and international associations. This Handbook presents discussions on defining the practice of WIL and explores the current literature on theoretical thinking of WIL, wellbeing, equity and inclusion, assessment, and quality indicators. Bringing together scholars and specialists from around the world, this Handbook is essential reading for practitioners, educators, researchers, higher education leaders, and policy makers.

Through work integrated learning (WIL), students, graduates, academics, businesses, employees, governments and communities are empowered to engage in lifelong learning, develop multidisciplinary skills; master technological applications, become a virtual employer or employee, become an entrepreneurial professional and expert, and integrate diversity consciousness into their lives. While individual, economic, community, national and global challenges abound in this regard, this book offers creative solutions that can radically shift perspectives, attitudes and beliefs. It encourages taking a local, national, and global outlook, building ethical borderless businesses and economies, engaging in the 4IR and gig economy, and embracing human-AI integration, among others. The book provides the reader with a helicopter view of global WIL trends, propelling them to co-create and become an entrepreneurial, lifelong learning student of life.

This book focuses on the emerging area of partner-driven work-integrated learning inclusive of university or industry stakeholder development, and the integration of these two major stakeholders. It explores the significant interrelationship between university and school needs in this area of research. It uses a cross-institutional approach and focuses on local communities that educational providers interact with, to highlight and discuss the issues identified in various case studies. By doing so, this book aims to create a community of practice that explores work-integrated learning from an integrated stakeholder perspective, and develops a working model to extend existing understanding in this area through integrating the ideas explored in the various chapters.

Work-integrated learning (WIL) is a key strategy for enhancing student employability outcomes and lifelong learning capabilities. This timely publication critically reflects on existing scholarship and practice in WIL, discusses contemporary insights, provides a synopsis of resonating themes, and recommends areas for future research and practice. The book aims to position WIL as a strategic imperative for enabling a sustainable workforce through strengthening graduate capacity both in Australia and globally.The collection of edited scholarly chapters were compiled by 59 researchers, practitioners, and experts in WIL, and supported by the peak national professional body for WIL in Australia, the Australian Collaborative Education Network (ACEN). The chapters cover a range of pertinent topics such as teaching and learning, stakeholder engagement, maximizing learning outcomes, diverse forms of WIL practice, support and infrastructure, and future directions. Specific areas of interest include governance and leadership, student equity and wellbeing, quality and evaluation and interdisciplinary WIL. This book is essential reading for researchers, practitioners, workplace and community partners, university leaders, and policy makers, as the practice of WIL continues to expand in the higher education sector.

Governments around the world are committed to enhancing students’ “graduateness”. Work-integrated learning (WIL) is one of the many programmes which Higher Education Institutions (HEIs) can develop to promote this facet of student life. The incorporation of work-integrated learning in curriculum design and development can produce reciprocal benefits for students, workplaces, professions and communities. Any curriculum design and development endeavour relating to WIL requires appropriate resources to support curriculum development. This book serves to explore WIL programmes and experiences for the student, WIL coordinator and supervisor. It further integrates practical, relevant and reflective industry experience within the higher education curriculum to enhance student development. WIL has no uniformly or specific framework or approaches since it is an emerging field and is generally influenced by contextual factors. In view of the diversity in theory and practice and different purposes, whether pragmatic or practical, driving the adoption of one approach over another, this book highlight sthe diverse approaches that encapsulate WIL in South Africa.

Multiple Dimensions of Teaching and Learning for Occupational Practice offers a collection of international perspectives on work-related education and training at further/Technical and Vocational Education and Training (TVET), higher and professional levels. The book provides a new area of study of occupational education with tripartite dimensions concerning learning, teaching and working. Providing space for further research and implementation possibilities, the book offers comprehensive multidisciplinary and multi-level perspectives, giving extensive coverage of the structure and focus of these types of programmes concerning geographical locations and academic levels, and also drawing on perspectives from national, institutional and individual interactions. Topics of investigations include apprenticeships, education of occupational teachers, training of workers and entrepreneurs, and working of physicians. Multiple Dimensions of Teaching and Learning for Occupational Practice will be vital reading for academics in education, educationalists in the related areas of clinical practices, sports and culture-related industries, researchers, policymakers, government officials and those from socio-development change agencies.