1. Moeti Kgware MoCPD-PLAM K Consulting
PRESCRIPTS OF WORK-INTEGRATED LEARNING AND COMMUNITY SERVICE FOR THE ENVIRONMENTAL HEALTH PROFESSION
Moeti Kgware
MoCPD-PLAM K Consulting

2. Presentation Outline 1. Introduction
Definition of WIL and community service (CS)
Rationale for WIL and CS 
2. Difference between WIL and CS
 Application (WIL vs CS)
Financial implications (WIL vs CS)
Legal and professional applications of WIL and CS
Current practices in WIL and CS
Stakeholders (WIL vs CS)
6. Challenges faced by stakeholders of WIL and CS applications
 7. Opportunities for collaboration amongst the stakeholders towards the success of WIL and CS
8. Conclusion

3. Introduction Community Service
Work Integrated Learning
Community Service
“ An educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces An approach to career-focused education that includes classroom-based and workplace-based forms of learning that are appropriate for the professional qualification”
A compulsory service to ensure improved provision of health services to all the citizens of the country.

4. Rationale
WIL CS
To ensure that the students that graduate are prepared for the world in which they will live and work.
To encourage students to reflect on their experiences and develop and refine their own conceptual understanding
To provide young professionals with an opportunity to develop skills, acquire knowledge, behaviour patterns and critical thinking that will help them in their professional development
To enable the new professionals to gain confidence, polish their skills and be able to deal with the challenges of working in the most needy areas with minimal resources.

5. Practice of WIL
Short-term placement during vacation; projects; abattoir; study visits
100 days in 3 years
Requirement for completion of qualification
Usually carries no credits*
Seeks to actively build linkages between the world of teaching and learning, and the world of professional practice.
“People learn by doing, and all genuine education is achieved through experience” (Dewey 1938)

6. Practice of CS-Regulation
Notice No. R 688 of 15 May 1998 (as amended by Notice No of 19 May 2000).

7. Application process for CS
DOH
June
Forms sent to UoT
Students complete forms
July
Forms sent back to DOH
August
Sorted forms sent to Prov /SAMHS
First round selections made
List of selected sent to DOH
September
Allocation meeting-further processing
second round applications UoT
Sorted forms sent to Prov/SAMHS
October
Selection process by Coordinators
Selected list sent to DOH
Third round forms to UoT
Allocation done, followed by ratification
Final list sent to UoT

8. Application process for CS

9. Practice of CS Registration as a Community Service candidate
12 month placement in a gazetted establishment*
Provision of service to the office and the community
Performance of EH services under guidance
Signed report at the end of 12 month indicating successful completion
Registration as independent practitioner

10. Financial Implications-WIL
Should “in effect” not carry costs for the placement office
Student accommodated within the day-to-day operations of the EHPs
No payment required for the students during placement
Protective gear to be provided by the student

11. Financial Implications-CS
Annual vacation leave (working days) –
22 days vacation leave
36 days of sick leave in a three year cycle
5 days family responsibility leave
3 days paternity leave
Maternity leave – four consecutive calendar months paid maternity
Study leave
Salaries –entry level of the posts
Medical Aid
Housing
Accommodation – provincial policies

12. Stakeholders
WIL CS
Institutions HPCSA Municipalities Department of health Industry Community
Institutions**
Department of Health
Workforce Management
EH Directorate
Provinces
SAMHS
Municipalities

13. Challenges faced by stakeholders
WIL CS
Relevant contacts HR MM EH
Number of students
June vacation placement
Student residency
Budget*
Institutional assignments vs available municipal services
Budget
Number of graduates vs number of posts
Non provision of CS posts
240* vs 1200
Backlog of non-placed graduates
Student residency
Institutions not involved*
Dual Department responsibility
DoH and COGTA
Custodianship (Practice vs budget)

14. EH vs other CS disciplines

15. Opportunities for collaboration
COGTA / SALGA?
DOH?
UOT?
SAIEH?
HPCSA?

16. CONCLUSION WIL Creativity of methods MOUs Advisory boards
MHS
Port Health
NGOs
Research organisations
Problem-based learning
Project-based learning
Semester placement?
SETA discretionary funds
MOUs
Advisory boards
HPCSA intervention

17. CONCLUSION Community service Gatekeeper practice*
Creativity of methods
MHS, Port Health, SAMHS
Consideration of gazetting of other practices
Concretisation of dialogue resolutions
COGTA / SALGA / DoH / SAIEH and other professional associations and interest groups/UOTs
Political office-bearer involvement
Visible and robust professional board interventions
SAMA
Pharmacy board

18. Environmental Health Practitioner (EHP) Production Pipeline
Application-
Community Service Placement
Graduates
CS EHP
Independent
Practitioner
UoT

19. ACKNOWLEDGMENTS
SAIEH
SALGA
HPCSA
DOH
EHPs
UoTs

20. Thank you
Moeti Kgware Chief Education Officer MoCPD-PLAM K Consulting / (Office Administrator) (Personal) /