How work-integrated learning could possibly mitigate some anticipated challenges with respect to the future of work

“The future of work and how to best prepare for it is one of the biggest challenges currently facing governments, employers, educators, and policy makers” say Tara Stevens, Judene Pretti, Norah McRae, from the University of Waterloo. They synthesised 32 contemporary reports and produced an online document which identified six major future of work trends. The further made recommendations about how work-integrated learning could help mitigate some of the anticipated challenges with respect to the future of work.

1. ADVANCES IN TECHNOLOGY—the threats of increased technology, artificial intelligence and automation call for a talent pipeline with appropriate human and technical skill development. Work-integrated learning could contribute to bridging the gap between graduate attributes and industry requirements. Students could reverse mentor workplaces with regard to digital skills and new technologies.
2. DEVELOPING SKILL AGILITY AND TRANSFERABILITY—increasingly needs for complementary skills, agility and ‘hybrid roles’ are evident, which could be developed through work-integrated learning.
3. RESPONSIBILITY FOR ADAPTATION TO THE FUTURE OF WORK—increasingly employees experience pressures to remain abreast and continue to update their skills through lifelong learning. Work-integrated learning is believed to not only lay a foundation, but also serve as model for mid-career upskilling and/or re-skilling.
4. FOSTERING CULTURES OF DIVERSITY AND INCLUSION—needs for more culturally, racial and demographically diverse and heterogeneous employees are experienced. The reflective and reflexive nature of good work-integrated learning practice may contribute increased self-awareness, uncovering of biases, and enhance cultural awareness.
5. THE GIG ECONOMY AND PRECARIOUS WORK—with a increase in gig work, less social protection and financial stability are experienced. Stints of work-integrated learning may provide first hand experiences and awareness of the implications of precarious work and the associated realities and challenges.
6. EMPLOYEE VS. ORGANIZATIONAL VALUES—widening gaps between organisational and personal values are observed. Work-integrated learning could aid students in gaining clarity on own values, as well as an awareness of what talents organisations need. This in turn would contribute to more purposeful engagement after graduation. Organisations in turn could benefit from participating in work-integrated learning provision by more efficient job design, talent attraction and post-graduate conversion and retention.

Perusal of the full online publication is recommended.