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WORK INTEGRATED LEARNING

OPPORTUNITIES AND CHALLENGES

for

CURRICULUM INNOVATION

Presented by Brian Forbes FET IMBIZO 29 NOV 2011

Boland College Stellenbosch

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MINISTER Dr Blade Nzimande STATEMENTS:

5 000 UoT students who cannot graduate due to lack of workplace learning as required

20 000 FET students completed the NCV academic component but cannot access the

workplace learning component

The SETA have fully funded learnerships but does not align with public institutions needs

Attempts to facilitate work integrated learning is where we are doing badly as a country

SUPPLY AND DEMAND CHALLENGES

National Treasury - 200 000 unemployed graduates in South Africa

Misalignment between players on the supply and demand side of the economy

Lack of institutional preparedness towards industry needs

Inadequate quality of education and training provision

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In this Presentation

Why Work Integrated Learning

What is Work Integrated Learning

WIL Curriculum Perspectives

WIL Teaching and Learning Innovation

WIL Quality Management & Best Practise

Conclusions and Recommendations

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Employability ?

QUALIFICATION

GRADUATE ATTRIBUTES ?

CURRICULUM Development – Review - Design

Incorporating

work integrated learning ?

“ the magic is not in the taps”

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Ability to find & access information

Written communication skills Ability to use information Oral presentation skills Ability to handle large amounts of information Technical ability Numeracy or quantitative literacy Ability to use new information Computer literacy Proficiency in English Prior exposure to the work Knowing the organization

GRADUATE ATTRIBUTES

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PURPOSE

OUTCOMES

ASSESSMENT

ACTIVITIES D

ES

IGN

DO

WN

DE

LIV

ER

UP

Programme Design Strategy

Employability ?

QUALIFICATIONS

GRADUATE ATTRIBUTES

CURRICULUM

Development – Review - Design Learning

Sites

Class Room

Lecture Theatre

Library

Laboratory

Site Visits

Simulations

Industry

Community

Learning &

Work

Work Integrated

Work Based

Work Place

In Service Training

Experiential

Problem Based

Project Based

Practicum

Internships

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Students

Academic Institutions

External Partners

• Commerce • Industry • Government • Community

Co-operative Education is a

Partnership

CO OPERATIVE EDUCATION

Community Engagement

is a partnership that creates opportunities for

EXPERIENTIAL LEARNING learning by experience

at Institution or Work Places

Industry Based

Work-Integrated Learning

Community Based

Service Learning

Work based

Curriculum

Driven

Negotiated Structured Monitored Assessed Evidence Based Academic Credits

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WORK INTEGRATED LEARNING SCOPE

LEARNING ASPECT LEARNING SITES APPLICATION

1. Theoretical Learning

WIL is a methodology that integrates academic learning

(incl. theoretical, problem-based and project-based learning)

with industry-based or community-based experiential learning that is structured, monitored and assessed

to meet the outcomes of a learning programme.

de

3. Project Based Learning

2. Problem Based

Learning

4. Work Place Learning

(EL)

Classroom

Other

Teaching

Reading

Classroom

Workshop

Laboratory

Teaching

Group Work

Discussion Forum

Visit Library

Classroom

Laboratory

Site Visit

Group Work

Assignment

Reports

Workplace

Laboratory

Records, Logbooks, Projects, Presentation,

Portfolios

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TRAINING INSTITUTION AND INDUSRY

readiness and ability to respond

• Orientation

• Classrooms

• Lecturers

• Study Guides

• Time Tables

• Learning materials

• Assessment

• Laboratories

• Libraries

• Computer Support

• Access and Bridging

• Student Counselling

• Workpreparedness Skills

• Guidelines

• Placement Facilitation

• Marketing Co-op. /

Industry

• Learning Programme

• Monitoring / Visitation

• Mentor / Supervision

• Assessment / Evidence

• Evaluation / Credits

• Review / Feedback

LEARNING ENVIRONMENT for WORK-INTEGRATED LEARNING

PARTNERSHIPS - PLACEMENTS - PRACTISE

Academic (Theory) Workplace Learning

Staff

Infrastructure

Funding

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Teaching and Learning innovations to address graduate attributes for employability skills

KNOWLEDGE & LEARNING • Use of reflective journals log books, diaries

• Using skills in different contexts

• Mentoring and coaching activities

• Self-evaluation tools

TEAMWORK • Role plays

• Group discussion

• Workplace teams

•Team or group projects

• Committees

• Syndicates

• Communities of practice

• Interactive activities

COMMUNICATION • Preparing and presenting written/verbal reports

• Role plays

• Simulations

• Demonstrations

• Working in groups

• Communicating, responding to clients / customers

INITIATIVE & ENTERPRISE •Brainstorming activities

• Designing innovative practices and solutions

• Initiating change

• Simulation activities

PLANNING & ORGANIZING •Research and data collection

• Developing action plans

• Planning and organizing events

• Time management activities

• Goal setting activities and scheduling tasks

• Collecting and analyzing information

SELF MANAGEMENT

•Development of portfolios

• Work plans

• Career planning exercises

• Using log books to record skills and monitor performance

PROBLEM SOLVING • Case studies

• Simulations

• Investigative projects and research

• Using various problem solving tools and

techniques

• Problem solving in teams and networks

• Decision making activities

TECHNOLOGY USE •Use of Internet, Intranets

• Using ICT skills to complete activities

• Industry relevant software, technology and equipment

“ the magic is not in the taps”

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TRAINING INSTITUTION AND INDUSRY

readiness and ability to respond

• Orientation

• Classrooms

• Lecturers

• Study Guides

• Time Tables

• Learning materials

• Assessment

• Laboratories

• Libraries

• Computer Support

• Access and Bridging

• Student Counselling

• Workpreparedness Skills

• Guidelines

• Placement Facilitation

• Marketing Co-op. /

Industry

• Learning Programme

• Monitoring / Visitation

• Mentor / Supervision

• Assessment / Evidence

• Evaluation / Credits

• Review / Feedback

LEARNING ENVIRONMENT for WORK-INTEGRATED LEARNING

PARTNERSHIPS - PLACEMENTS - PRACTISE

Academic (Theory) Workplace Learning

Staff

Infrastructure

Funding

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WIL: WORKPLACE LEARNING

PURPOSE STATEMENT Core Learning

Elements

LEARNER

SUPPORT

FACILITATION

Work

Preparedness

Skills

Assessment

and

Evaluation

Placement

Process

Visitation

and

Monitoring

Learning

Programme

Plan

• LEARNING OUTCOMES

Specific and level descriptors

• ASSESSMENT STANDARDS

Criteria including CCFO’s

Methods

Instruments

• PLAN THE LEARNING EVENTS

Tasks Site Visits

Environment Visiting Lecturers

Lectures Materials

Orals Group Work

• NOTIONAL HOURS

• CREDITS

• QUALITY ASSURANCE REVIEW

Learner Success

Quality Audits

Performance Management

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IMPACT ASSESSMENT

• Student success

• Stats and trends

• Review for improvement

INDUSTRY FEEDBACK

• Student performance • Training relevance • Recommendations

STUDENT FEEDBACK

• Comment on experience

• Highlight benefits

• Recommendations

PLACEMENT PROGRAMME

Build industry relationships

Establish placement options

Short listing/interviews

Company appoints

VISITATION/MONITORING

• Monitor work environment

• Learning progress

• Formative Assessment

ASSESSMENT OF LEARNING

• Submit reports

• Oral sessions

• Projects / Assignments

WORK PREPARATION SKILLS

Explain concepts / Outline

objectives / Skills for work

preparedness

POLICY & GROUND RULES

Formally sets out the policy and

procedures

LEARNING PROGRAMS

Identifies learning outcomes

competencies and assessment

methods

REGISTRATION

Records eligibility and start of

experiential learning in

industry

A QUALITY

ASSURANCE

PROCESS

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HUMAN RESOURCE STAFFING PROFILES FOR WIL

WIL PRACTIONERS Co-ordinator / Lecturer / Placement Officer / Co-op. Educator

Key Performance Areas

“Quality linked to Performance Management”

1. Marketing and Promotion of WIL and Co-op Education Partnerships

2. Work Preparedness Skills Programme

3. Student Counselling and Support

4. Placement Process Facilitation

5. Curriculum and structure of Work-Placement Programme

6. Monitoring, Visitation and Assessment

7. Evaluation and Impact Assessment

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What is the QCTO ? QUALITY COUNCIL - TRADE AND OCCUPATIONS

The QCTO will manage and coordinate qualifications in the occupational

qualifications framework (OQF). Its scope will be development, provision,

assessment and quality assurance of fit-for-purpose occupational

qualifications and unit standards as required by the labour market for work

and employment purposes.

NATIONAL SKILLS DEVELOPMENT STRATEGY

What is NSDS III ?

The NSDS is the overarching strategic guide for skills development and provides

a framework for the skills development levy resource utilization of institutions as

well as the National Skills Fund. It sets out the linkages with, and responsibilities

of other education and training stakeholders.

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NEW GOVERNANCE STRUCTURES

NQF Level 1

to

NQF Level 10

NQF Level 1

to

NQF Level 9

National

Occupational

Awards NQF

Level 1 to NQF

Level 9

WO

RK

PLA

CES

Foundational

Learning

Competence

(Maths &

Literacy)

Occu

patio

nal Q

ualificatio

ns Fram

ew

ork (O

QF)

National Skills

Certificates

NQF 7

NQF 8

NQF 9

NQF 10

QC

TO

NQF 1

NQF 2

NQF 3

NQF 4

NQF 5

NQF 6

WO

RK

PLA

CES

FET CO

LLEGES

HEQ

CU

MA

LUSI

DOCTORAL DEGREE

MASTERS DEGREE

POST GRADUATE

DIPLOMA

BACHELORS DEGREE

NC(V) L3

NC(V) L2

ABET 4

ABET 1-3

ADVANCED NC(V)

ADVANCED

CERTIFICATE

SCH

OO

LSU

NIV

ERSITIES

NSC

GRADE 12

NSC

GRADE 11

NSC

GRADE 10

GETC

GRADE 9

GRADES

1-8

High

er Edu

cation

Qu

alification

s Frame

wo

rk

(HEQ

F)G

eneral &

Furth

er Edu

cation

Qu

alifiaction

s

Frame

wo

rk (GFEQ

F)

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1

Mechanism for

SKILLS DEVELOPMENT

8 Building

Career Vocational Guidance

7.

Increasing public capacity for

Public Sector Capacity

5. Encourage

WORKPLACE – BASED SKILLS DEVELOPMENT

3Grow Public

FET System

4. Address Low

Numeracy and Literacy

2

Access to

OCCUPATIONAL

PROGRAMMES

6. Training Initiative for

Cooperatives, SMME, NGO and

Community

Partnerships

Employers

Providers

SMME’s

Communities

SETA’s Needs

Targets

Facilitation

Monitoring

and

Evaluation

Assessment

Evaluation

Review

Impact

NSF Funding

Prioritize

Allocation

NSDS111

8 - GOALS

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Work Places

Industry Community Site Visits

Training

Providers UoT

FET

Private

Providers

VOID? Lack of

Capacity

Expertise

Quality

Resources

Funding

Incentives

Sustainability

Support

Infrastructure

Practise

? Partnership

? + Placement

? +

OVERSIGHT STRUCTURES ? ? ?

START > Learner support and development progression until > QUALIFICATION

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CONCLUSION

some recommendations!

Wider participation required in Curriculum Development and Review

With Institution Providers, Industry, Students and Community

Reflect and agree on Graduate Attributes

Formulate Exit Learning Outcomes & Assessment for the Qualification

Explore possible WIL options and Learning sites integration

Innovative teaching and learning to promote student participation

Integrated assessment & instrument that embed graduate attributes

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There is ....... nowhere for instructors in tertiary institutes and

colleges to turn if they want to improve their instruction. So,

occupational instructors ( lecturers) are faced with a serious

problem: their teaching is in many ways more difficult than

teaching standard academic subjects, but they appear to have

fewer sources of information and support related to

pedagogical issues.

Grubb, W.N. (2003) The Roles of Tertiary Colleges and Institutes: Trade-offs in

Restructuring Postsecondary Education. Berkeley, U.S.A.

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“ the magic is not in the taps”

In the words of the Minister Dr Blade Nzimande“...............

we will be actively pursuing collaborative partnerships

between the SETA’s, the NSF, universities – especially

universities of technology and FET’s in order to seek ways

to release funds to grow the skills base.........this move is

set to overhaul the education and training landscape in SA

and we invite the private sector and civil society to actively

participate and join the skills revolution in our country”

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THANK YOU

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Collate, Interpret,

Analyse, Explore

Co-ordinate, Promote, Implement, Publish, Disseminate, MOU’s, Training, Capacity Building, Marketing, Reporting, Stats

“VOICE”

listen

Industry: Needs

Facilities Mentors Training

Monitoring Feedback

DHET / HESA / CHE / HEQC / SETA’s,

Industry, Stakeholders, Trends

Student: Needs

Development Training Success Careers

Placement Alumni

Tracking Feedback

listen

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Students

Academic Institutions

• Commerce • Industry • Government • Community

QCTO NSF

SETA Centre’s

of Excellence

OVERSIGHT STRUCTURES

SASCE !!

Intelligence Hub Advocacy and Policy Development

Research and Development Professional Development of WIL

Industry Placements

Workplace Approval

Monitoring and Visitation

Sharing of Best Practice

Capacity Development

Conferences National and International

Learner Support

Career Guidance & Management

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SASCE - New Structure

SASCE BOARD

AND EXCO

President

Vice-President

Secretary

Treasurer

Past President

Regional Conveners

Industry Stakeholders

REGIONAL BRANCHES

CONVENER & TASK TEAMS

Intelligence Hub Advocacy and Policy Development

Research and Development Professional Development of Co-op

SASCE

NATIONAL OFFICE

OPERATIONS

Executive Officer CEO

Administrator

WIL Students

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