This paper explores the role of microcredentials as a formal recognition of a skill or competency (e.g., a certificate).
In many parts of the world, including Canada, there are calls for an increase in the number of work-integrated learning (WIL) opportunities for post-secondary students.
This research study looks at what attracts students to jobs based on the job posting, beyond things like the amount of pay and company name recognition.
A key concern for employers’ participation in a work-integrated learning program is the development of their talent pipeline.
The Future Ready Talent Framework (FRTF) is a research-backed tool to help students, employers and educators understand the key competencies we all need to navigate the future of work and learning. The FRTF is a competency framework that was developed through extensive research into existing frameworks, studies and reports, and validated through our network of employers, students and fellow educators.
This research found that co-op students who had a greater lifelong learning mindset had higher performance ratings from their supervisors.
This research examines what students thought about their remote work experience and how their employers could best support them.
COVID-19 has had a large impact on post-secondary work-integrated learning opportunities. It has affected both the setting in which students work (working from home) and the availability of work placement jobs and future work placement jobs.
This study explored the ways that work-integrated learning (WIL) influences the development of entrepreneurs.
The Co-operative Education and Work-Integrated Learning (CEWIL) Resource Hub is a website developed for all stakeholders involved in work-integrated learning (WIL): students, practitioners, employers, and educators.