Nielsen, Livernoche and Ramji (2022) analysed work-integrated learning (WIL) literature specific to Indigenous students. They found significant disparities in access, retention, and success pertaining WIL programmes, as well as barriers and unrealised opportunities to expand and transform WIL practices. The ‘UVic Co-op and Career Services’[1], of the University of Victoria, in Canada, developed[2] in partnership with institutions from across British Columbia, and with support of the ‘Association for Co-operative Education and Work-Integrated Learning’[3] (ACE-WIL) BC/Yukon, publicly-accessible, through the Indigenous WIL Resource Hub[4] (IRH), resources towards strategic Indigenous WIL initiatives.
Nielsen et al. (2022: 147-150) could not derive from the international body of scholarly knowledge both clear and actionable directives, or strategic approaches towards creating more indigenously inclusive participative, culturally relevant, equitable, and accessible WIL programmes. However, the literature provided a better understanding of the process through which practitioners might support Indigenous student success. They offer ten recommendations to this end:
- Be continuously guided by, and accountable to, Indigenous participants, collaborators, and advisors
The Latin slogan ‘Nihil de nobis, sine nobis’, meaning ‘nothing about us without us’ conveys the notion that strategies and policies should not be decided without the full and direct reciprocal and continuous participation of the members of the group/s that might be affected or that are involved. Direction should be taken from Indigenous leaders, accountability exercised and where appropriate compensation provided. The aim to build together supportive and respectful relationships.
- Invest in Indigenous community-building on campuses and within work-integrated learning networks
Institutional, as well as Indigenous leadership support, for community initiatives is emphasised. The creation of “spaces where Indigenous WIL students feel welcome and respected in bringing their whole selves to environments in higher education and work” (Nielsen et al. 2022: 148) is important.
- Collaborate with Indigenous communities and students to develop new work-integrated learning placements
Placement coordinators must engage, ask rather than making assumptions, and not impose institutional goals on Indigenous communities.
- Build flexibility into work-integrated learning programmes and placements
It is very important to take into consideration the potential social and financial barriers with regard to Indigenous and rural student participation. Flexibility is emphasised in providing for part-time and remotely accessible placements. Personalisation of WIL by allowing students to present own learning plans and goals, based on own definitions of success, is encouraged.
- Increase financial support for indigenous work-integrated learning students
Several financial barriers are frequently experienced by Indigenous students. One such is having to relocate for WIL opportunities and working for less or no pay. Compensation and financial support is deemed necessary. The terms of funding packages at times end before completion of the prerequisite WIL of qualifications, yet living expenses continue.
- Create awareness of work-integrated learning programs and opportunities
Publishing of success stories and distribution of information about Indigenous WIL opportunities can be done through posters, video interviews, blogs, social media, pamphlets, etc.
- Expand indigenous counselling and advising services
Mentoring and knowledgeable, sensitive academic advisors are strongly encouraged.
- Work with hiring partners in decolonizing and indigenizing practices
WIL coordinators should sensitise employers and placement partners to create equitable workplaces that would recognise the diverse experiences and contributions of Indigenous students and accommodating their needs. This can be done by creating resources, such as short informational videos and pamphlets, and through workshops addressing what decolonized and Indigenised hiring and workplace practices entail. Employers may further be encouraged to provide flexibility by accommodating the needs of remotely located students, as well as those with dependents and care obligations.
- Respond to the needs and concerns of indigenous students navigating work-integrated learning hiring processes
Nielsen et al. (2022: 149) encourage the recognition of “the knowledge and agency of” Indigenous students by taking “active steps to keep lines of communication open with students so to facilitate relationship-building and so to remain responsive to changing student concerns”.
- Provide specialized training for work-integrated learning staff and human resources professionals
Gatekeepers to WIL programmes and placements, such as WIL coordinators and human resources professionals, should challenge discriminatory procedures and systems; as well as offer anti-racism, unconscious bias, cultural intelligence, and Indigenous cultural sensitivity training.
The recommendations above informed and guided the creation of the Indigenous WIL Resource Hub (IRH). Good practice “must be informed and carried out through long-term and close partnerships with local communities and stakeholders” say Nielsen et al. (2022: 147). They emphasise that none of the recommendations must be perceived as short-term projects, nor regarded as free standing. On the contrary, a holistic approach is required, “as well as sustainable, long-term timelines, commitments, and partnerships” say Nielsen et al. (2022: 150).
Nielsen, J., Livernoche, R. & Ramji, K. (2022). The Indigenous Work-integrated Learning Resource Hub: A needs-based approach to addressing barriers and opportunities for Indigenous students. International Journal of Work-Integrated Learning, 23(2), 139-152. Electronically accessible from https://www.ijwil.org/files/IJWIL_23_2_139_152.pdf
[1] https://www.uvic.ca/coop/contact-us/co-op-and-career-services/index.php
[2] https://www.uvic.ca/coop/contact-us/co-op-and-career-services/announcements/2022-07-indigenous-resource-hub.php
[3] https://acewilbc.ca/
[4] https://acewilbc.ca/projects/indigenous-wil-resource-hub/
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