WACE - advancing cooperative and work-integrated learning


Welcome to the third edition of the WACE Newsletter aimed at helping you stay connected to Co-operative & Work Integrated Education (CWIE) happenings across the globe. WACE is the only international professional organization dedicated to developing, expanding, branding and advocating for cooperative & work-integrated education programs within industry and educational institutions.

In this newsletter, we are excited to announce the dates for the next WACE World Virtual Conference 2021 and our next Global Conversation #4. In addition, there are updates on the WACE Global Student Collaborative Project, we welcome one of our new members, the University of Central Asia in the WACE New Member profile, provide National Association updates and information on upcoming professional development opportunities There is also recent CWIE news, a valuable WIL resource, and the announcement of the COVID -19 special editions of the International Journal of WIL.

We welcome your feedback and any updates you would like to include in future editions.

Dr. Nancy Johnston, Ms. Judie Kay, Dr. Norah McRae, Dr. Jim Stellar
WACE Secretariat



WACE 2021 conference

Theme: Navigating New Work-Integrated Horizons
When: May 11-13, 2021

An innovative online conference that will bring together the global WIL community to explore work-integrated learning and its important role in the emerging world of work.

More details including abstract submission coming very shortly!


This exciting pilot of this project is about to commence in partnership with Practera, an edtech company with 9 WACE members from across 8 countries. Institutions that are involved are:

  • DHBW Baden-Wuerttemberg Cooperative State University, Germany
  • Drexel University, USA
  • Kanazawa Institute of Technology, Japan
  • Namibia University of Science and Technology, Namibia
  • University of Canberra, Australia
  • University of Central Asia, Kyrgystan
  • University of Victoria, Canada
  • University of Waterloo, Canada
  • University of Limerick, Ireland

Outcomes of the pilot will be shared with the WACE community in the next newsletter. More details are available here.


Consider joining WACE as members have access to member-only programmes and discounts for the many events and professional development planned for 2020 / 2021.

Memberships for the next year are now open. Full member benefits, fees and application details are here.


University of Central Asia


The University of Central Asia (UCA) was founded in 2000 as a private, not for profit, secular university through an International Treaty signed by the Presidents of Tajikistan, Kyrgyzstan and Kazakhstan, and His Highness the Aga Khan; ratified by their respective parliaments, and registered with the United Nations. The Presidents are the Patrons of the University, and His Highness is the Chancellor. UCA’s mission is to promote the social and economic development of Central Asia, particularly its mountain communities, by offering an internationally recognized standard of higher education, and enabling the peoples of the region to preserve their rich cultural heritage as assets for the future. UCA brings with it the broader commitment and partnership of the Aga Khan Development Network.

At the Naryn Campus Inauguration Ceremony on October 19th of 2016, His Highness Aga Khan, highlighted that the Treaty was a unique example to the entire world of how these three countries could join hands together across national boundaries and actually dream together about their common future.

The mission of the university is to promote the social and economic development of Central Asia, particularly its mountain societies, by offering an internationally recognized standard of higher education and helping the different peoples of the region to preserve and draw upon their rich cultural traditions and heritages as assets for the future. Therefore, all three campuses in each of the countries are located away from the major cities in small mountainous towns.

The University of Central Asia’s (UCA) Co-operative Education Program is a work-integrated learning program where students apply in-class learning to real-life professional experiences within the field of study across private, public, and community-based sectors. This program offers paid and non-paid internships and prepares students for both academic and career success beyond university. UCA’s Co-op Program was developed in partnership with the University of Victoria, Canada.

UCA’s Co-operative Education Program offers:

  • Experiential learning in the workplace
  • Application of knowledge and skills in practice
  • Networking with the professionals
  • Professional Development course
  • Full or part-time summer and winter job placements
  • 9 months of work experience
  • On-campus employment

The program is mandatory for UCA all undergraduate students. It is an innovative immersion initiative that creates opportunities for students to experience the working world, domestically and internationally, via structured job placements in three consecutive summers during your five-year university education.

In 2019, 300 work placements were available in 94 companies including international, government and non-governmental organizations, and private companies.  The 2019 Co-op Program was supported by 42 international, 42 private, 3 governmental, and 7 non – governmental organizations in the Central Asia region and beyond. The placements were available in the founding states and in other countries (Canada, Check Republic, Russia, Germany and USA).

To learn more about UCA visit their website here or watch a brief UCA video here



WACE brings together national associations from across the world regularly to share practice, research and strategy.



  • ACEN work-integrated learning questions included in National Graduate Outcomes Survey – The online survey gathers data from graduates about their WIL participation in WIL, employability related activities as they relate to employment, four to six months after completing their studies.
  • ACEN was part of a roundtable consultation with the federal government on their new funding package to enhance job-ready graduates
  • ACEN Virtual WIL Summit – scheduled for 27 & 28 October 2020, has over 600 participants registered.
  • ACEN WIL Awards 2020 – Finalists have been announced, with winners to be announced at the Virtual Summit.
  • ACEN and ACDS joint discussion paper on NPILF released – The Australian Government’s Job-ready Graduates package highlights the importance of Science, Technology, Engineering and Mathematics for the future of Australia. The package provides $900 million to support the National Priorities and Industry Linkage Fund (NPILF), which is designed to foster the creation of ‘job-ready’ graduates through university-industry engagement. There will be many proposals around how universities can spend their NPILF allocation. How do we decide which plan is most likely to benefit Science students and graduates? In this joint discussion paper, ACEN and ACDS present a review of the literature on university-industry partnerships and Science Work Integrated Learning (WIL). Our goal is to enrich the national discussion on these topics and assist universities in their decision-making around NPILF expenditure.

Franziska Trede
President, ACEN



CEWIL continues to work with our members from across the country as we work through both recovery efforts for COVID-19 and a second wave that we are currently experiencing in Canada.  We continue to collect “pulse” data from our post-secondary members monthly – according to our most recent survey, completed at the end of  September, the September – December placements are running 19% behind where we were at this time last year.  While the majority of placements reported are for co-operative education programs, other types of WIL were also included from 46 WIL programs at 36 institutions.  Additionally, we have seen a 19% decrease in co-op job positions (data from 17 institutions) and a 42% decrease in on-campus career centre job boards. We continue to collect this data to help inform our membership of a pan-Canadian picture of the market, as well as continue to advocate to the federal government for support during a difficult labour market.

Additionally, CEWIL has recently released a call to action on Equity, Diversity and Inclusion where we are currently establishing an EDI committee and an advisor to the board, along with other initiatives.  We are hosting complimentary EDI webinars for all our members and guests – past recording are available on our website and future sessions are open for registration. CEWIL has also been hosting webinars on WIL Research, which can be accessed by non-members for a small fee.

Co-operative Education and Work-Integrated Learning (CEWIL) Canada in conjunction with the International Journal for Work-Integrated Learning is calling for expressions of interest for a Canada-specific issue of the journal. The deadline is November 9. More information available here.

Please visit our website for more information.  Wishing you continued good health and wellness as we all continue to navigate these uncertain times.

Cara Krezek
President, CEWIL Canada


WIL New Zealand


WILNZ is pleased to be one of the sponsors of the two Special Issues of IJWIL focused on responding to COVID-19. A big thank you to the editorial team (Karsten, Judene and Anna, Yvonne, and Diane) for their efforts to get these published in a record time and for coordinating the input from the WIL community.  Authors and reviewers also worked in record-quick time to meet the time-frame on this highly topical subject. The two issues of the journal certainly provide scholarly discussion and research-informed insights into the impact, challenges, and responses to COVID-19.

The Executive Board has recently developed the WILNZ Strategic Action Plan for the next three years. We are excited about the opportunities WILNZ has to provide leadership for the advancement of practice and research in WIL and support for the network that sits at the heart of WILNZ. We look forward to working with WACE and other National Associations to advance WIL globally.

Planning is well underway for the WILNZ conference in Hamilton (29-30th April 2021), co-hosted by the University of Waikato and Wintec. We are hoping our (very) tight border restrictions might be relaxed enough to at least allow our neighbours in Australia to attend.


The 2020 AGM instituted the award of Fellow of WILNZ. This award is for outstanding academic contribution to the Work-Integrated Learning community on recommendation from the Executive Board of Work-Integrated Learning New Zealand Inc and approved at a General Meeting.

The first recipients of the Fellow of WILNZ  Award were Professor Richard Coll and Dr. Karsten Zegwaard.  Richard and Karsten’s contribution to the WIL community has been significant both internationally and nationally, together and individually.

Kia kaha.

Jenny Fleming
President, WILNZ


VILAR Network Sweden

In these strange times some things still remain the same, one of those is the annual VILÄR-conference! So it’s with great joy we invite you to VILÄR 2020.

This year’s conference will however, due to ongoing restrictions, be in a hybrid format where you can chose to either participate irl at Bohusgården in Uddevalla or by virtual attendance. Please note that due to everyone’s safety we have a limit of maximum 50 participants at Bohusgården.

Please note that that you need to send in your abstract for review no later than 15th November.

This year’s keynotes are Annalisa Sannino & Roger Säljö!

More information on VILÄR 2020 here.

We hope to see you there,

The VILÄR committee


International Research Community


The WACE International Research Community is comprised of active WIL researchers, and those interested in being involved with WIL research activity. We run a peer-reviewed process for conference papers, select recipients for the WACE research grant, and organize professional development opportunities for emerging and established WIL researchers. We have an executive committee representing different geographic regions of the globe who provide updates from their regions on WIL research awards, grant recipients, upcoming grant opportunities, and WIL research-related events.

If you know of WIL researchers who are not yet connected to the WACE International Research Community, please contact Judene Pretti to find out how to become involved.

Dr. Judene Pretti

Executive Chair – Dr. Judene Pretti
Past-Executive Chair – Dr. Norah McRae
Chair Communications – Dr. Kylie Twyford
Regional Vice-Chair, Africa – Dr. Roelien Brink
Regional Vice-Chair, Americas – TBC
Regional Vice-Chair, Asia – Dr. Yasushi Tanaka
Regional Vice-Chair, Europe – Dr. Kristina Johansson
Regional Vice-Chair, Oceania – Dr. Karsten Zegwaard
Co-Chairs, Grants and Awards – Dr. Antoine Pennaforte and Dr. Jenny Fleming
Co-Chairs, Development – Ms. Judie Kay and Dr. James Stellar




The International Journal of Work-Integrated Learning (IJWIL) had a tremendous response to the call of expressions of interests for a Special Issue related to the impact of COVID-19 on WIL.  With such a great interest, IJWIL expanded the scope of the Special Issue.  Therefore, IJWIL is pleased to announce the simultaneous publishing of TWO Special Issues related to the impact of the COVID-19 pandemic on the practice of WIL.

  • Volume 21, Issue 4, Special Issue. Responding to COVID-19: Understanding and conceptualizing challenges for work-integrated learning
  • Volume 21, Issue 5, Special Issue. Responding to COVID-19: Exploration and expansion of good practice of work-integrated learning

These Special Issues are now accessible on the IJWIL page.

The Special Issues will greatly inform the COVID-19 discussions for WIL and are, individually, the largest Issues that IJWIL has published, with 70 authors contributing.  IJWIL gratefully acknowledges the authors for their interest and effort in writing COVID-19 related articles within a short timeframe and during a difficult time.  We also thank the IJWIL Copy Editors, Yvonne Milbank and Diane Bushell for their tremendous effort of copy editing two large issues at short notice, and we gratefully acknowledge the Work-Learn Institute at the University of Waterloo, University of Waikato, ACEN, and WILNZ for the sponsorship of the two Special Issues.

Kind regards and good health,

Dr. Karsten Zegwaard, Editor-in-Chief
Dr. Judene Pretti, Associate Editor
Dr. Anna Rowe, Associate Editor


Conversation#4-Cultural Intelligence


With almost any region developing more of a global workforce, companies strategizing to develop a global presence, and a greater significance to anti-racism, equity, diversity and inclusion, there is a growing need to develop intercultural competence in both students and employers or WIL hosts.

In this interactive workshop, the practitioner aspects of the Cultural Intelligence (CQ) model for developing intercultural competencies will be introduced. Two workshops to accommodate different time zones available.

Karima Ramji Associate Director, International, Indigenous and Strategic Initiatives Co-operative Education Program and Career Services, University of Victoria, Canada

Shabnam (Shay) Surjitsingh Ivković, Manager – International Co-op Mobility Co-operative Education, University of Waterloo, Canada

More information and registration details for the next Global Conversation is available here.


To view the recording of the previous Global Conversation (#3) on COVID-19 and Emerging WIL Research please click here.


Expressions of interest are now open for the first round of modules in. These modules provide WIL practitioners with the opportunity to undertake professional development online with colleagues from across the globe and will run from March to May 2021.

The modules were developed and are presented by representatives of four national associations, including Australian Collaborative Education Network (ACEN), Co-operative Education and Work-Integrated Learning Canada (CEWIL formerly CAFCE), New Zealand Association of Cooperative Education (NZACE), The Vilar Network (Sweden), and have been running for 4 years with participants over eight countries from across the globe.



Preparing for the Future of Work

The University of Waterloo has recently published, Preparing for the future of work through work-integrated learning by Tara Stevens, Judene Pretti, and Norah McRae.

The future of work and how to best prepare for it is one of the biggest challenges currently facing governments, employers, educators, and policymakers. The fast-paced changes happening within the workforce were recently amplified by a global pandemic, forcing employers to completely re-think their organizational operations. This new reality has only enhanced the existing need to think critically about how to prepare new talent for the world of work today, and of the future.

This paper is a culmination of a review of 32 recent Canadian and international reports on the future of work. A synthesis of each report led to the identification of six major future of work trends.



Do you have something you would like to share? A resource, some news, an award or achievement? Would you like to sponsor a WACE event?

If so, please contact the Judie Kay, Vice Chair WACE Partnerships and Programs via: programspartnershipsvc@waceinc.org

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