Work-Integrated Learning as a Potential for Developing Students' Professional Competencies

Abstract

Current educational trends in students’ initial education are aimed at building stronger links between universities and the institutions in which they will work, with an emphasis on stronger interinstitutional integrations and shared responsibilities for the outcomes of the students’ educational process. The development of students’ professional competencies by providing access to practical work represents an opportunity for improving the quality of work at both universities and students’ future workplace. The theoretical part of the paper elaborates on the concept of work-integrated learning (WIL) as a way for achieving this goal. This concept initiates the connection of academic disciplines with host organizations which, just as much as faculties, give due attention to the development of professional competencies of students. The aim of the research is to assess the impact of initial education on job preparedness. The sample included school pedagogues (N = 91), and the instrument created for the needs of a wider research examined their preparedness for work in schools. The key directions of action stemming from the obtained results are reflected in the changes of the university curricula and innovative organizational solutions of faculties and schools during the organization and implementation of students’ professional practice, but also in a differently prescribed legislation on the cooperation between host schools and faculties, which would help initiate a shared care for and commitment to educational outcomes of students as underlying ideas of the concept of work-integrated learning.

Keywords

• wil – work-integrated learning
• initial education
• school-university cooperation
• professional competencies