Through the partnership of business and academic leaders, the Business/Higher Education Roundtable has launched a series of initiatives targeted at supporting young Canadians as they move from school to work. Initiatives focus on tackling specific programs, bringing together the expertise of Roundtable members to develop and scale-up projects.
The definition of work-integrated learning (WIL) differs a little from each college, university and
polytechnic. Adding to the confusion, “work-integrated learning” is often used interchangeably with other, similar terms
such as “work-based learning,” “practice-based learning,” “work-related learning,” “vocational learning,” “experiential learning,” “co-operative education,” “clinical education,” “internship,” “practicum,” and “field education”. However, many of these terms are also used to describe specific types of work-integrated learning. This inconsistency can lead to funding and administrative problems, and create confusion among employers and students over objectives and expectations.
BHER advocates for the following broad definition of WIL, compatible with the definition used by the Higher Education Quality Council of Ontario:
Work-integrated learning is the process through which students come to learn from experiences in educational and practice settings. It includes the kinds of curriculum and pedagogic practices that can assist, provide, and effectively integrate learning experiences in both settings.
BHER identifies 9 different types of WIL: