Work-Integrated Learning (WIL) schemes are impactful and transformative. However, one challenge associated with their full-scale implementation is limited funds. This paper explores how tripartite funding models—those involving government, industry, and educational institutions—can be effectively adapted from Global North contexts to support the sustainability and scalability of WIL in resource-constrained environments. Drawing on case studies from Manchester Metropolitan University (UK), York University (Canada), and Otago Polytechnic (New Zealand), we analyse how different national or provincial funding mechanisms, such as apprenticeship levies, employer co-investment schemes, and modular micro-credential fee models, have been successfully used to institutionalise WIL in high-income settings.

The University of the Western Cape (UWC) provides a unique Southern perspective. It is hailed as a “shining star” that has achieved “remarkable revitalisation” that is deemed “an unprecedented achievement” in the history of higher education in South Africa [1]. Despite being part of the Historically Disadvantaged Institutions (HDI), UWC has now become “one of the leading research-led universities in South Africa and the continent” with a strong and wide academic landscape [1]. However, contextually, UWC operates in a country with high levels of tertiary unemployment (19.8%) and graduate underemployment (16.3%) [2].

The central focus of this paper is on how the Global North approaches can be translated, rather than transplanted, into the context of UWC. The paper draws on collaborative insights generated through a series of virtual design workshops between the partner institutions, which were used to interrogate underlying financial architectures, curriculum structures, and community-based delivery models.
Our comparative analysis identifies critical enablers for sustainable WIL, including:
- Flexible curricula that align with local labour market needs;
- Financial mechanisms that balance institutional cost recovery with employer affordability;
- Policy frameworks that support inclusive access, especially for underrepresented student groups.

The paper synthesises these findings into two applied outputs:
1. A Funding Sustainability Toolkit outlining adaptable co-investment models;
2. A Policy Implementation Blueprint to guide HDIs and their partners in building scalable WIL programs that do not rely on donor aid.

Rather than proposing a one-size-fits-all solution, the paper argues for a recalibration of existing WIL financing models through collaborative innovation and contextual sensitivity. In doing so, it contributes to the global discourse on decolonising work-integrated learning and advancing the UN Sustainable Development Goals—specifically SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth).

By presenting a hybridised and context-responsive model, we demonstrate how HDIs can leverage North-South partnerships not just to borrow policy, but to co-create sustainable futures in WIL design.

References:
[1] From Hope to Action Through Knowledge: The Renaissance of the University of the Western Cape, 2001-2014, edited by Ramesh Bharuthram, and Larry Pokpas, UWC Press, 2021. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/mmu/detail.action?docID=6469595.
[2] Statistics South Africa. (2025). STATISTICAL RELEASE P0211: Quarterly Labour Force Survey. www.statssa.gov.za,info@statssa.gov.za,Tel+27123108911

Keywords: Work-integrated learning, education, funding models.