A Proposed Modular Work Integrated Learning Framework for South Africa

South African Policy on Professional Qualifications for Lecturers in Technical and Vocational Education and Training (2013) provides a framework of professional qualifications for lecturers in the TVET system, which requires work-integrated learning placements in both education and industry settings. South Africa, however, does not have a convention of industry placement for vocational lecturers. This absence led the Department of Higher Education and Training, with the European Union, to co-fund a research and development project, the ‘effective delivery of the work-integrated learning (WIL) component of TVET and adult and community education and training lecturer qualification programmes’. The key output of this project was the development of a comprehensive curriculum framework for the industry-WIL component of the qualifications. This paper provides a reflective analysis of the multiple institutions, the national process through which the curriculum framework was developed and the knowledge generated through it.

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MANAGING INFORMATION FOR WORK-INTEGRATED LEARNING AT HIGHER EDUCATION INSTITUTIONS

Mousaion ◽

10.25159/0027-2639/1666 ◽

2016 ◽

Vol 32 (3) ◽

pp. 13-28

Author(s):

Roelien Brink ◽

Martie Mearns ◽

Tanya Du Plessis

Keyword(s):

Higher Education ◽

South Africa ◽

Conceptual Framework ◽

Information Management ◽

South African ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Integrated Learning ◽

Phenomenological Research Design ◽

Work Integrated Learning

Higher education institutions (HEIs) in South Africa require teaching and learning to include work-integrated learning (WIL) within specific learning offerings. The different learning options provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departments results in different processes being followed, which can impact negatively on the optimal utilisation of WIL. Frameworks for IM for WIL, however, have been developed at international HEIs. Using a qualitative approach and phenomenological research design and working with these frameworks as well as the Theory of Motivated Information Management, the researchers collected data using semi-structured individual interviews and group discussions from the University of Cincinnati (UC) and the Northwestern University (NWU) in Illinois, United States (US). This article presents the findings of an IM framework from these two US universities. After research was conducted at a South African university, a conceptual framework was developed for the IM for WIL based on the framework from the international universities that may be implemented at HEIs in South Africa. With time this framework could betested in a number of settings that could lead to the development of a model for IM for WIL in the South African context. The article, however, reports on the findings of the two international universities only and the conceptual framework requires further testing and validation before it can be published.

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Work-Integrated Learning for Mining Engineering Training and the Employability Nexus in Traditional Research Universities

Journal of Comparative & International Higher Education ◽

10.32674/jcihe.v12i6s1.2192 ◽

2021 ◽

Vol 12 (6S1) ◽

Author(s):

Paul Dipitso

Keyword(s):

South Africa ◽

Engineering Students ◽

Professional Associations ◽

Mining Engineering ◽

Integrated Learning ◽

Traditional Research ◽

Work Integrated Learning ◽

The Impact ◽

Engineering Training

Globally, employability is increasingly becoming an issue of concern in higher education due to demands from the labour market requiring work-ready graduates. In the Global South, particularly South Africa, universities are on a quest to develop competence and improve student employability. This paper is set to investigate the impact of work-integrated learning on employability for mining engineering undergraduates in South Africa. The research data were collected using the mixed methods approach and a case study design. Experiential learning was used to examine the impact of work-integrated learning on the employability of mining engineering students. The findings provide a description of perspectives for mining engineers, lecturers, and workplace supervisors concerning the enhancement of employability for mining engineering students. The findings revealed that professional associations play a crucial role in the development of professional skills. This article argues for strong partnerships with industry partners to nurture the employability of mining engineering students.

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The mitigating effect of work-integrated learning on graduate employment in South Africa

Africa Education Review ◽

10.1080/18146627.2014.934988 ◽

2014 ◽

Vol 11 (3) ◽

pp. 277-291 ◽

Cited By ~ 4

Author(s):

P. Jonck

Keyword(s):

South Africa ◽

Integrated Learning ◽

Graduate Employment ◽

Work Integrated Learning

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Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning

Education Sciences ◽

10.3390/educsci11110756 ◽

2021 ◽

Vol 11 (11) ◽

pp. 756

Author(s):

Pradeep Vailasseri ◽

John M. Long ◽

Matthew Joordens

Keyword(s):

Learning Outcomes ◽

University Education ◽

Integrated Learning ◽

Learning Models ◽

Engineering Programs ◽

Learning Framework ◽

Engineering Program ◽

Similar Work ◽

Industry Engagement ◽

Work Integrated Learning

A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.

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