NATIONAL TERTIARY EDUCATION STAFF UNION

IS CONVENING AND HOSTING ITS SECOND INDUSTRY LEVEL AND INTERNATIONAL CONFERENCE

Re-shaping WORK in Higher Education in Africa

Durban

January 13-16 2008

Theme: Micro shaping (institutional)

Research paper: Work Experiential Learning: an emerging concept for educational transformation in South Africa

Authors:

Chris Mkhize, CEO: uTHUNGULU Community Foundation

P.O. Box 1748, Richards Bay 3900

Cell: 082 692 6405/ Tel. No.: 035-797 3131/ Fax: 035 797 3134

E-mail: chris.mkhize@ucf.org.za

&

Dr. Shikha Vyas-Doorgapersad, Senior Lecturer

Public Management and Administration, School of Basic Sciences

Vaal Triangle Campus, North West University

P O Box 1174, Vanderbijlpark 1900

Tel: 016 910 3455/ Fax: 016 910 3451/ Cell: 072 463 8685

Email: Shikha.VyasDoorgapersad@nwu.ac.za

Abstract

Work-integrated Learning or Cooperative Education is a form of learning whereby periods of study are alternated with periods f related work in business, industry or government agency. In this way students are given the opportunity to effectively integrate the theory of the classroom with the practice and the responsibility of the workplace. Work-integrated learning is a powerful vehicle for scheduling and designing educational program so that students receive built-in, on-the-job experience relating to their studies. Currently, various forms of work-integrated learning are utilized by educators in their institutions in 28 countries.
It is to be expected that in a developing society where economic growth is high, the need for a high quality workforce is vital. A quality workforce is one in which the workers are responsive to local as well as international forces. This is especially so when trading among nations of the world become increasingly liberalized. This is where learning programs such as work-integrated learning can be of immense value in inculcating such habits in our future graduates (Fadzil, 2007).

The Higher Education Quality Committee (HEQC) of the Council on Higher Education (CHE) has formulated a number of criteria for programme development and reviews in the case of work-integrated learning, viz. the characteristics and requirements of professional and vocational education are accounted for in the development of the programme. Work-integrated learning enriches academic programmes with experiential value. It involves significant work, induction, assessment, reflection, and monitoring of quality outcomes.

This paper presents a case study of required human capital to address the needs of sectors of society in need of an accelerated development initiative. The case study is based on experiential students at Uthungulu Community Fouindation, Richards bay, South Africa. The study also examines experiences of personnel that straight from graduating remained with tertiary institutions, to work as administrative officers or as members of academic departments.

The findings of this research contribute to the overall assessment of the work-integrated learning process, in addition to offering some instructive insights into the operation of other work experience programmes.

Reference:

Fadzil, Datuk Abdul Kadir Sheikh. 2007. The Importance of Work-Integrated Learning. www.jobstreet.com