Jeremy McQuigge

Jeremy McQuigge is a systems architect, policy strategist, and founding Secretary-General of the Council Advancing Work-Based Learning (CAWBL). He developed ‘contributive epistemology,’ a theory that holds that knowledge emerges from individual contributions and attains value through community recognition; an idea central to his leadership. Jeremy has uniquely positioned Work-Based Learning (WBL) as a transdisciplinary field, establishing frameworks that have shaped its global discourse and practical implementation.

Jeremy is currently writing “The Invisible System: Reclaiming Work-Based Learning in a Credential-Hungry World.” He previously served as President of Guild House Technical Institute and spent fifteen years at Algonquin College. Jeremy holds an Executive MBA, is a Chartered Manager, and serves as Editor-in-Chief of “Praxis: The Work-Based Learning Journal.”

With more than two decades in post-secondary education, Jeremy has guided learners from diverse backgrounds at all stages of life by designing innovative programs that connect marginalized populations to professionalized employment and training opportunities. His impactful contributions have earned him numerous accolades and reflect his dedication to shaping perceptions, practices, and policies that directly improve employment pathways for everyone.

Additionally, Jeremy is an internationally recognized systems designer and credentialing strategist whose innovative platforms are used by workforce stakeholders worldwide. As Secretary-General of CAWBL, he has established key global partnerships that are unlocking the hidden potential of human contributions. Jeremy is also the principal architect of the WBL Numbering System™ (WBLNS™) and PathLedger™, a digital public infrastructure to make learning through work visible, validated, and transferable. Jeremy’s career spans post-secondary education, governance, workforce strategy, and national recognition initiatives. He serves on the Board of the Canadian Association for Prior Learning and Assessment (CAPLA) and is a lifelong advocate for equity, youth, and community voice. His work reinforces what practitioners of WBL have always known: learning occurs where life happens.