Building Capacity for WIL in the TVET Colleges Work Integrated Learning Workshop 19 – 20 March 2015

Policy White Paper makes WIL central to the core business of the college. Colleges will be assessed on the extent to which their students are able to get placements in the workplace.

Toward an Efficient TVET System Pass rates Throughput rates Employability Instructors: Technically qualified Pedagogically skilled Industry experienced Curricula: Industry-aligned Students: Opportunities for relevant workplace experience Rigorously assessed A good education and training system must take these realities into account and as far as possible prepare the students for that eventuality. Within the vocational system in SA we are still in a transitioning from have an identify of a school to a true vocational ET. New policy now refers to FET’s as TVET and what does that mean for us? The white paper and the CET Act state that the purpose of colleges are to provide programmes that lead to employability. The outcome is clear – that the efforts of a college must ensure preparedness of graduate for the world of work. International literature and lessons from abroad show us what an efficient TVET system should look like The system must ensure instructors/lecturers are technically qualified, pedagogically skilled and have industry experience The curriculum must be industry aligned Student must be correctly placed in programmes, have relevant work experience/exposure and be rigorously assessed both at the college and in the work place This will ensure good pass rates, good throughput rates and better chances of employability for students.

Understanding Work Integrated Learning (WIL) for lecturers WIL is an umbrella term for any purposefully-designed learning programme that integrates theoretical knowledge with authentic practice in the workplace. The workplace-based component of a WIL programme involves learning in and from real workplaces through industry visits, placements and other types of interaction. TVET lecturer WIL programmes include professional qualifications and continuing professional development (CPD) programmes. The WIL component of professional qualifications includes a classroom-based element and a workplace or industry-based element.

Industry based WIL for TVET lecturers is: Definition of industry-based WIL for lecturers Industry based WIL for TVET lecturers is: … a form of cumulative initial and continuing professional development that takes place through periodic industry placements and other forms of on-site engagement with employers.

Why WIL for lecturers? Expose lecturers to current technology, processes and systems in their industry. Update knowledge and skills in line with industry practice. OVERALL GOAL Enable TVET colleges to provide quality education and training that is aligned to industry and prepares students for the world of work.

A broader understanding of WIL for lecturer Not only a 5 day placement in a workplace Not once off; cumulative and includes periodic placement and other forms of on-site engagement with employers Can vary in length and involve a variety of activities, e.g. Workplace excursions Workplace meetings, orientation or induction sessions Structured monitoring of students during WIL Placement in a workplace Training in a workplace The type and length should be suitable to the purpose An element of TVET professional qualifications and continuing professional development system

Professional TVET qualifications WIL REQUIREMENT Diploma in Technical and Vocational Teaching (Dip (TVT)) (L6) Classroom-based 9 weeks Workplace-based 9 weeks – technical lecturers 2 weeks – academic lecturers B Ed in Technical and Vocational Teaching (B Ed (TVT)) (L7) 16-20 weeks 16-20 weeks – technical lecturers 4 weeks – academic lecturers Advanced Diploma in Tech & Voc Teaching (Ad Dip (TVT)) (L7) 8 weeks 2 weeks Advanced Certificate in TVET (Ad Cert (TVET)) (L6) WIL component = 8 credits (80 hours) classroom and industry

Guiding principles for implementing WIL for lecturers WIL for Lecturer is a process of continuous lecturer development. Need to integrate lessons with WIL into teaching to achieve better teaching and more employable graduates. Lecturers need support to meet WIL professional requirements and recognition for achievements. WIL for Lecturers should produce benefits for all parties involved – lecturers, colleges and employers. WIL should be based on a lecturer’s needs in relation to the subjects they teach. One size fits all’ approach should not be followed; each lecturer WIL engagement should be fit for purpose.

The WIL framework for TVET Colleges is aimed at developing a common understanding of WIL in public and private TVET colleges and establishing standards for its provision within vocational and occupational training programmes. TVET colleges are expected to incorporate WIL into these programmes and manage its implementation as part of their core business. Each college must develop a WIL policy and plan in line with the requirements and guidelines outlined in this framework.

KEY CHALLENGES Securing placements with employers Number of lecturers requiring placements and burden on employers Recruiting host employers Building and maintaining strong WIL partnerships College capacity to manage Structure and functioning Dedicated WIL / placement staff Participation of academic staff Funding

KEY CHALLENGES FUNDING Securing placements with employers Number of lecturers requiring placements and burden on employers Recruiting host employers Building and maintaining strong WIL partnerships College capacity to manage Structure and functioning Dedicated WIL / placement staff Participation of academic staff FUNDING

HOW TO SUCCEED Institutionalise WIL Appoint dedicated staff college structure, policy and system, In timetable Appoint dedicated staff WIL / placement manager WIL / placement officers per campus Strong focus on employers Recruitment Preparation and support of employers Building partnerships Involvement of academic staff Funding and other sources

Partnership between SSACI – ETDP SETA WIL for Lecturers’ Project OVERALL AIM Improve teaching and learning in participating colleges through systematic WIL for lecturers OBJECTIVES Develop approach and capacitate colleges to provide Align with professional qualifications Build ETDP SETA capacity and systems to support implementation Provide technical advice to the DHET PROJECT PLAN 2012 – 2013: Phase 1: Research and pilot – 10 colleges; 85 lecturers 2014 – 2016: Phase 2: Implement – 28 colleges; 280 lecturers

Two arms to the WIL for lecturers’ project Training and support for colleges A guide for colleges 1. College implementation of industry-based WIL for lecturers Training and support for lecturers A guide for lecturers 2. Lecturer engagement in industry-based WIL

WIL learning and integration cycle PHASE 1: PLANNING Pre-engagement PHASE 2: ENGAGEMENT Workplace exposure or experience PHASE 4: INTEGRATION Change in teaching incorporate lessons from WIL engagement Cycle of WIL for Lecturers PHASE 3: Reflection Post-engagement- review of what learned & incorporate into teaching

Thank You.