Work Integrated Learning Placement Support Grants for Semester 2, 2013
Forty (40) grants valued at $2000 each will be offered for students participating in Work Integrated Learning (WIL) placements in Semester 2, 2013.
WIL is a key pillar in the University’s New Directions Education Plan aimed at improving the career-readiness of students. The WIL Placement Grant was established in 2013 through funding provided by the Higher Education Participation and Partnership Program (HEPPP) program, to address concerns of barriers to participation in WIL (e.g. placements, practicums, industry experience, fieldwork, etc.) particularly among students who are financially and educationally disadvantaged.
The purpose of the WIL Placement Grant is to ease the financial strain associated with participating in WIL for students from low SES backgrounds and who are financially disadvantaged. The WIL grants will be available for students from all Faculties, across all campuses, who have a recognised discipline-specific WIL course available to be undertaken within the second or subsequent years of your program in Semester 2, 2013, and who are currently experiencing financial hardship in participating in the WIL component of their course.
The grant is to cover the cost of participating in a WIL course at the University of Newcastle; this may include travel and accommodation costs, childcare and eldercare costs, and costs incurred by loss of income whilst undertaking WIL. The funds must not be used for any other purposes and must be spent by December 2013.
Not sure what WIL is? Across the university and disciplines WIL can be known as placement, practicum, clinical placement/practice, internship, work experience, fieldwork, industry experience, project-based learning, experiential learning, industry based-learning, problem-based learning, professional practice, to name just a few.
Still not sure if your second semester course is a designated WIL course? Your Program Convenor will be able to clarify if the course qualifies as a WIL course.
