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

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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

8. 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

9. 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.

10. 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.

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. Thank You.