Work Integrated Learning in Schools
- Emma Godwin
From May – Nov 2023, ImpactLab partnered with the Ministry of Education to better understand the value of schools supporting students to positively transition from education to employment through Work Integrated Learning programmes. Four programmes, all with differing industry foci, programme structure, and unique local contexts, were selected to identify and assess the value of Work Integrated Learning programmes, through our GoodMeasure tool.
• Aquaculture Academy (Queen Charlotte College) - provides a unique learning experience for students who are interested in the ocean, science, or hands-on mahi with course material that is flexible, allowing students to align their learning with their interests, and priorities, or with the opportunities that arise through their relationships with aquaculture businesses.
• P-TECH (Manurewa High School) - is a five-year programme that combines secondary education, tertiary pathways, and industry partnerships to develop students’ skills and knowledge in digital technology industries whilst building their career readiness.
• Primary Industry Academy (Geraldine High School) – is centred around a curriculum driven by a ‘learn by doing’ approach, allowing students to develop strong practical skills and gain industry-relevant qualifications through hands-on work and real-world practice within primary industries.
• Ringa Raupā (Ōpōtiki College) - provides an alternative pathway for students to earn their NCEA L3 and L3 pre-apprenticeship Building and Construction Industry Training Organisation (BCITO) accreditations through hands-on mahi of building homes to be used in Ōpōtiki by Kāinga Ora.
Despite the differences among the selected programmes, the four programmes all demonstrated the following evidence-based key features for effective Work Integrated Learning programmes:
1. Strengths-based careers education: Students receive exposure to and education regarding a range of diverse careers, including how these career paths link to education/training pathways.
2. Tailored transition support: Students have access to education and guidance navigating their transition out of secondary schooling, from behavioural support, to practical education, and emotional guidance.
3. Authentic learning experiences: Students have the opportunity to practice what they are learning in the classroom out in the field, allowing them the chance for exploration and testing.
Given the current programme delivery model, data collection practice, and investment required for delivery, the estimated social return on investment (SROI) for the four selected programmes were all positive and fell within the range of $1:$1.40 - $1:$9.40. These results tell a compelling impact story of the wide-ranging impact that effective Work Integrated Learning programmes can have on secondary students who are at a critical point in their life course. Evidence was found linking these programmes to support a diverse array of student outcomes, including: improvements in mental health, increases in academic achievement, employment, drivers’ licensing, specialised skills, and STEM achievement, as well as reductions in addiction, emergency benefit uptake, offending, and risky behaviour.