Edwin Mabelane and John Kabuba Work Integrated Learning Challenges and Creative Solution at Vaal University of Technology Edwin Mabelane and John Kabuba

Outline Introduction Literature review Research Methodology Results and Discussion Conclusion Reference

Introduction Work Integrated Learning (WIL) is used as an umbrella term to describe curricular, pedagogic and assessment practices, across a range of academic disciplines that integrate formal learning and workplace concerns. WIL is characteristic of vocational and professional - oriented qualification and may be incorporated into programmes at all levels of the HEQSF. WIL component or any part of it takes the form of workplace- based learning, it is the responsibility of institutions that offer programmes requiring credits for such learning to place students into appropriate work place.

The student’s work place experiences need to be supervised by an experienced staff member, while exposing the student to the length and breadth of activities within the scope of the organisation. Students need to be prepared to exercise their professional, ethical and technical skills so that they add value to the organisation while gaining experience in the work place. The purpose of this study is to report the WIL challenges and suggest a creative solution at Vaal University of technology.

Literature Review The literature on WIL is replete with detailed descriptions of the range of WIL programs being developed within universities. Challenges in assessing WIL, workplace supervisors are problematic for a number of reasons given significant evident of poor reliability and bias (Gonsalvez et al., 2013). Workplace supervisors must have academic qualification higher than the student. Some workplace supervisors may not have the skills required for effectively assessing workplace performance, perhaps due to a lack of formal training workplace supervisor do not wish to inhibit student growth and may feel uncomfortable with applying standardized measures of behaviors in evaluations when they see their role as being to foster personal development.

Literature review continue Providing international students with access to discipline related work experience has emerged as a critical issue for university. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, university, employers and government.

Research Methodology The research process underpinning this investigation comprises a method approach which involves qualitative methodology. A literature review, covering WIL case study and policies. The case study methodology enables factors of influence to be analyzed to determine problematic issues and provide a resolution.

Results and Discussion Vaal University of Technology (VUT) policy The university requires that the supervisor be registered at the specific professional body, the supervisor must have a higher qualification than the students. The professional body requires the students to meet the exit level outcomes and specify the nature of the workplace. The challenge WIL offer is to develop student’s employability in a broad, rather than a narrow sense that includes and aligns theoretical learning with practice-based learning.

Recognition of prior learning (RPL) The recognition of prior learning (RPL) is ‘a process whereby people’s prior learning can be formally recognized in terms of registered qualifications regardless of where and how the learning was attained. the process of RPL can be summarized as: Identifying what the person knows; Matching the person’s knowledge, skills and experience to outcomes and associated assessment criteria; Assessing the candidate’s knowledge against outcomes; and Crediting the person for skills, knowledge and experience acquired in the past.

University Resources a) Financial resources Departmental budget and resources are sufficient to cover the financial and logistical support necessary to implement the programme and to ensure the quality of the WIL. b) Staff resources The international higher education benchmark for student to staff ratios when students are on work placement is 88:1; while in South African Universities of Technology (where work placement is common), the ratio is 234:1 (Wessels, 2005).

d) Physical resources The different curricular modalities require different physical resources. e) Students problems Some students have problem to be placed because of outstanding subjects.

Figures 1-3 presented the average placement of the students at VUT in the last 5 years Fig. 1: The placement of South African students

Fig. 3: The placement of South African versus international students

Conclusion The University should be concerned to ensure that the students complete their programme and graduate accordingly. The integration of professional and academic concerns in the curriculum will go some way towards addressing this requirement. The HEQSF requires at the University of Technology (ex-Technikon) students to do Work Integrated Learning before they can graduate. The work place is a challenge for University as well as for the students, hence the implementation of EIP with assistance of JICA to mitigate the challenges.

Recommendations Project-based learning (PJBL) University to make resources available to enable WIL practitioner to market for placement internationally (SADC) Educate the SA industry about permits that international students have. A need for a computerized system to identify eligible students for WIL every semester.

Reference Gonsalvez, C., Bushnell, J., Blackman, R., Deane, F., Bliokas, V., Nicholson_Perry, K and Knight, R. Assessment of Psychology Competencies in Field Placemnts: Standardized Vignettes Reduce Rater Bias “Training and Education in Professional Psychology 7 (2): 99-111. 2013. Wessels, M. Experiential learning. Cape Town: Juta & Co. 2005.

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