Learning in vivo

Good practice principles for implementing WIL programmes

Professor Janice Orrell (2011: 20) suggests that universities are responsible, when implementing WIL programmes, for ensuring that:

1. Students are sufficiently prepared and fit for the workplace demands.
2. Sufficient resources and infrastructure are available to ensure duty of care to education.
3. All students have equal access to full participation in a WIL experience where a degree program offers such experiences.
4. Indigenous students receive appropriate support in their WIL placements.
5. Students with disabilities have access to WIL programs in their course of study and receive appropriate support in their placement.
6. International students receive support to understand and adapt to Australian socio-cultural workplace environments, and their personal cultural background and prior knowledge are recognised as valued attributes.
7. WIL programs meet the requirements of professional registration and accreditation organisations.
8. WIL programs are designed to be mutually beneficial to all stakeholders.
9. WIL programs are integrated into the curriculum so that they have clear educational expectations, and are a vehicle for integrating theory and practice learning.
10. Evidence from a variety of sources is used to monitor, evaluate and improve the effectiveness of diverse WIL program arrangements.

Orrell, J. 2011. Good practice report: work-integrated learning. Australian Learning and Teaching Council (ALTC). Department of Education, Employment and Workplace Relations (DEEWR).

Download Work-integrated learning ALTC Good practice report Orrell J 201110

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Making work-integrated learning accessible to students with disabilities

Some time ago a colleague approached me about specialist input regarding work-integrated learning for students with disabilities. I am now rather embarrassed about my initial reaction, something to the effect of:

People need to make sure before they register for a qualification that it would be feasible to complete the required work-integrated learning.

I still used the example of a person that is blind, cannot become a survey, where sight is essential. My reaction had been so old paradigm (medical model): focusing on what persons with disabilities could NOT do - deficits prohibiting.

I am grateful for my colleague's calm assertiveness and persuasion. She ended up asking me to write a chapter for  staff guide.

I started with literature searches, but initially found very little. I applied my creativity regarding search terms and eventually found some most valuable sources. Perusing the source material had been an eye-opener and learning experience for me.  I've put a draft (Download Making work-integrated learning accessible to students with disabilities) together, which I'd be grateful to receive critique about.

I have since repositioned myself and embaced the social model, which focuses on the abilities of the person with disability and works towards a society for all.