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Work-Integrated and Workplace Learning in New Zealand

Work-Integrated and Workplace Learning in New Zealand

Katharine Hoskyn
Copyright: © 2019 |Pages: 20
ISBN13: 9781522569770|ISBN10: 1522569774|ISBN13 Softcover: 9781522587453|EISBN13: 9781522569787
DOI: 10.4018/978-1-5225-6977-0.ch006
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MLA

Hoskyn, Katharine. "Work-Integrated and Workplace Learning in New Zealand." Global Perspectives on Work-Based Learning Initiatives, edited by Jon Talbot, IGI Global, 2019, pp. 142-161. https://doi.org/10.4018/978-1-5225-6977-0.ch006

APA

Hoskyn, K. (2019). Work-Integrated and Workplace Learning in New Zealand. In J. Talbot (Ed.), Global Perspectives on Work-Based Learning Initiatives (pp. 142-161). IGI Global. https://doi.org/10.4018/978-1-5225-6977-0.ch006

Chicago

Hoskyn, Katharine. "Work-Integrated and Workplace Learning in New Zealand." In Global Perspectives on Work-Based Learning Initiatives, edited by Jon Talbot, 142-161. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6977-0.ch006

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Abstract

In New Zealand there is extensive and increasing use of various forms of work-based learning. The focus of the chapter is on work-integrated learning to read work-integrated learning in formal academic programs, as part of a broader state-backed strategy to improve employability among graduates. Alongside developments in practice there is also a considerable and growing body of accompanying research, much of it disseminated through The International Journal of Work-Integrated Learning (IJWIL) and other forums. These forums mean that dissemination of, and debate about, good practice regularly occur in the New Zealand environment. Collectively all these practices ensure that workplace learning and work-integrated learning in New Zealand maintain profile in policy, pedagogy, and programs. To date practice is principally aimed at younger people rather than older adults, resulting in, for example, limited use of recognition of prior learning (RPL).

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