The role of institutional policies in embedding meaningful work-integrated learning in higher education curricula in Uganda

Abstract

Significance importance continues to be attributed to inclusion of work-integrated learning (WIL) in Higher Education Institutions’ (HEI) curriculum with acknowledgement of the role it plays in enhancing students’ learning experiences. However, in Uganda, HEIs implement WIL without stipulated policies to guide its implementation and inclusion. This study, therefore, set out to determine the role that HEI policies play in embedding meaningful WIL. The research used mixed methods and targeted 302participants. The study found that offering WIL without well-articulated policies renders WIL uncoordinated, unregulated, and subjective, making it less beneficial to students’ learning experiences. The study considered instituting policies to guide WIL for resource mobilization, strengthening partnerships with host organizations, and setting procedures. In addition, findings confirmed that clarifying the responsibilities of the key stakeholders involved in WIL is critical to successful outcomes. © 2025 International Journal of Work-Integrated Learning. All rights reserved.

Keywords

Author Keywords

higher education institutions work-integrated learning policies

Index Keywords

Author Affiliations

Kyambogo University, Kyambogo, Kampala, Uganda

Kenyatta University, Nairobi, Nairobi, Kenya

Funding & Acknowledgements

No funding information

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The role of institutional policies in embedding meaningful work-integrated learning in higher education curricula in Uganda

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