Work-integrated Learning or Cooperative Education is a form of learning whereby periods of study are alternated with periods f related work in business, industry or government agency. In this way students are given the opportunity to effectively integrate the theory of the classroom with the practice and the responsibility of the workplace.

Work-integrated learning is a powerful vehicle for scheduling and designing educational program so that students receive built-in, on-the-job experience relating to their studies. Currently, various forms of work-integrated learning are utilized by educators in their institutions in 28 countries.

It is to be expected that in a developing society where economic growth is high, the need for a high quality workforce is vital. A quality workforce is one in which the workers are responsive to local as well as international forces. This is especially so when trading among nations of the world become increasingly liberalized. This is where learning programs such as work-integrated learning can be of immense value in inculcating such habits in our future graduates.

The benefits that can be derived from this program are manifold.

• Soft skills as well as hard skills are enhanced due to real work experience
• Increased appreciation of connection between academic material and workplace
• A means of earning extra income
• Increased employment opportunities<

• Development of a more relevant curricula to meet market demand
• capabilities of lecturers enhanced to meet requirements of working world
• Develop other forms of partnerships with industries, such as exchange of experts and consultants

• Identify potential future recruits
• Facilitate HRD planning for future expansion program
• Development of other partnerships f mutual benefits

Efforts to develop human resource that is sufficient, relevant and of quality in all fields require close and well orchestrated interaction among the three major players in this human resource growth triangle. The cooperation would ensure that the benefits so derived are equally shared to achieve a case of 'win-win' for all concerned.

In reality, various degrees of cooperation in work-integrated learning already exist for selected courses at institutions of higher learning. Among the well known programs are 'internships' or 'practical training' in industries or government agencies. Some examples are practical training for trainee teachers, work assignments at publishing houses or media for mass communication and journalism students, practical training for engineers, and internship for medical students.

I strongly believe that this concept of practical training can be extended to other courses such as follows:

• Business administration studies at private sectors
• Public administration courses at government agencies or district council
• Accountancy at accounting firms
• Law studies at legal firms or courts
• Islamic studies at religious council or even mosque committee
• Science-based studies at process industries

Students who undergo work-integrated learning can be placed at various places, more so in our current situations where there is a dearth of employable workforce. It goes without saying that cooperation between institutions of higher learning and potential employers should be continuously upgraded and improved so as to provide proactive steps such as preparation of curriculum that take into account current needs of employers. Such positive relationship would surely result in partnerships that will match each sector's needs in the best possible way.