Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
FET Imbizo wil innovations 29 nov 2011
1. WORK INTEGRATED LEARNING
OPPORTUNITIES AND CHALLENGES
Boland College Stellenbosch
for
CURRICULUM INNOVATION
FET IMBIZO 29 NOV 2011 Presented by Brian Forbes
1
2. MINISTER Dr Blade Nzimande STATEMENTS:
5 000 UoT students who cannot graduate due to lack of workplace learning as required
20 000 FET students completed the NCV academic component but cannot access the
workplace learning component
The SETA have fully funded learnerships but does not align with public institutions needs
Attempts to facilitate work integrated learning is where we are doing badly as a country
SUPPLY AND DEMAND CHALLENGES
National Treasury - 200 000 unemployed graduates in South Africa
Misalignment between players on the supply and demand side of the economy
Lack of institutional preparedness towards industry needs
Inadequate quality of education and training provision
2
3. In this Presentation
Why Work Integrated Learning
What is Work Integrated Learning
WIL Curriculum Perspectives
WIL Teaching and Learning Innovation
WIL Quality Management & Best Practise
Conclusions and Recommendations
3
4. Employability ?
QUALIFICATION
GRADUATE ATTRIBUTES ?
CURRICULUM
Development – Review - Design
Incorporating
work integrated learning ?
“ the magic is not in the taps”
4
5. GRADUATE ATTRIBUTES
Ability to find & access information
Written communication skills
Ability to use information
Oral presentation skills
Ability to handle large amounts of information
Technical ability
Numeracy or quantitative literacy
Ability to use new information
Computer literacy
Proficiency in English
Prior exposure to the work
Knowing the organization
5
6. Employability ?
QUALIFICATIONS
GRADUATE ATTRIBUTES
CURRICULUM
Learning & Development – Review - Design Learning
Work Sites
Work Integrated Programme Design Strategy
Class Room
Work Based
Lecture Theatre
DESIGN DOWN
Work Place PURPOSE
Library
DELIVER UP
In Service Training
Laboratory
Experiential OUTCOMES
Site Visits
Problem Based
ASSESSMENT Simulations
Project Based
Industry
Practicum
ACTIVITIES Community
Internships
6
7. Students
CO OPERATIVE EDUCATION
Community Engagement
Co-operative
External is a partnership that creates opportunities for
Partners
Education is a
Partnership EXPERIENTIAL LEARNING
learning by experience
Academic • Commerce
Institutions • Industry
• Government
• Community at Institution or Work Places
Work based
Industry Based Community Based
Curriculum
Work-Integrated Learning Service Learning
Driven
Negotiated
Structured
Monitored
Assessed
Evidence Based
Academic Credits
7
8. WORK INTEGRATED LEARNING SCOPE
WIL is a methodology that integrates academic learning
(incl. theoretical, problem-based and project-based learning)
with industry-based or community-based experiential learning that is structured, monitored and assessed
to meet the outcomes of a learning programme.
LEARNING ASPECT LEARNING SITES APPLICATION
de
Classroom Teaching
1. Theoretical Learning
Other Reading
Teaching
Classroom
Problem Based Group Work
2. Workshop
Learning Discussion Forum
Laboratory
Visit Library
Classroom Group Work
3. Project Based Learning Laboratory Assignment
Site Visit Reports
Records, Logbooks,
Work Place Learning Workplace
4. Projects, Presentation,
(EL) Laboratory
Portfolios
8
9. TRAINING INSTITUTION AND INDUSRY
readiness and ability to respond
LEARNING ENVIRONMENT for WORK-INTEGRATED LEARNING
PARTNERSHIPS - PLACEMENTS - PRACTISE
Academic (Theory) Workplace Learning
• Orientation • Workpreparedness Skills
• Classrooms Staff
• Guidelines
• Lecturers • Placement Facilitation
• Study Guides • Marketing Co-op. /
• Time Tables
Infrastructure Industry
• Learning materials
• Learning Programme
• Assessment
• Monitoring / Visitation
• Laboratories
• Mentor / Supervision
• Libraries
Funding • Assessment / Evidence
• Computer Support
• Evaluation / Credits
• Access and Bridging
• Student Counselling • Review / Feedback
9
9
10. Teaching and Learning innovations to address graduate attributes for employability skills
COMMUNICATION INITIATIVE & ENTERPRISE
• Preparing and presenting written/verbal reports •Brainstorming activities
• Role plays • Designing innovative practices and solutions
• Simulations • Initiating change
• Demonstrations • Simulation activities
• Working in groups
• Communicating, responding to clients / customers TEAMWORK
• Role plays
• Group discussion
KNOWLEDGE & LEARNING • Workplace teams
• Use of reflective journals log books, diaries •Team or group projects
• Using skills in different contexts • Committees
• Mentoring and coaching activities • Syndicates
• Self-evaluation tools • Communities of practice
• Interactive activities
SELF MANAGEMENT
•Development of portfolios PLANNING & ORGANIZING
• Work plans •Research and data collection
• Career planning exercises • Developing action plans
• Using log books to record skills and monitor performance • Planning and organizing events
• Time management activities
• Goal setting activities and scheduling tasks
PROBLEM SOLVING • Collecting and analyzing information
• Case studies
• Simulations
• Investigative projects and research
TECHNOLOGY USE
• Using various problem solving tools and •Use of Internet, Intranets
techniques • Using ICT skills to complete activities
• Problem solving in teams and networks • Industry relevant software, technology and equipment
• Decision making activities
“ the magic is not in the taps”
10
11. TRAINING INSTITUTION AND INDUSRY
readiness and ability to respond
LEARNING ENVIRONMENT for WORK-INTEGRATED LEARNING
PARTNERSHIPS - PLACEMENTS - PRACTISE
Academic (Theory) Workplace Learning
• Orientation • Workpreparedness Skills
• Classrooms Staff
• Guidelines
• Lecturers • Placement Facilitation
• Study Guides • Marketing Co-op. /
• Time Tables
Infrastructure Industry
• Learning materials
• Learning Programme
• Assessment
• Monitoring / Visitation
• Laboratories
• Mentor / Supervision
• Libraries
Funding • Assessment / Evidence
• Computer Support
• Evaluation / Credits
• Access and Bridging
• Student Counselling • Review / Feedback
11
11
12. WIL: WORKPLACE LEARNING
PURPOSE STATEMENT Core Learning
Elements
• LEARNING OUTCOMES
Specific and level descriptors
• ASSESSMENT STANDARDS
Criteria including CCFO’s Work Assessment
Preparedness and
Methods
Skills Evaluation
Instruments
LEARNER
• PLAN THE LEARNING EVENTS
SUPPORT
Tasks Site Visits FACILITATION Visitation
Environment Visiting Lecturers Placement
Process and
Lectures Materials Monitoring
Orals Group Work
• NOTIONAL HOURS
Learning
• CREDITS Programme
Plan
• QUALITY ASSURANCE REVIEW
Learner Success
Quality Audits
Performance Management
12
13. WORK PREPARATION SKILLS IMPACT ASSESSMENT INDUSTRY FEEDBACK
Explain concepts / Outline • Student success • Student performance
objectives / Skills for work • Stats and trends • Training relevance
preparedness • Review for improvement • Recommendations
POLICY & GROUND RULES STUDENT FEEDBACK
Formally sets out the policy and • Comment on experience
procedures A QUALITY • Highlight benefits
• Recommendations
ASSURANCE
PROCESS
LEARNING PROGRAMS ASSESSMENT OF LEARNING
Identifies learning outcomes • Submit reports
competencies and assessment • Oral sessions
methods • Projects / Assignments
PLACEMENT PROGRAMME
REGISTRATION VISITATION/MONITORING
Build industry relationships
Records eligibility and start of • Monitor work environment
Establish placement options
experiential learning in • Learning progress
Short listing/interviews
industry • Formative Assessment
Company appoints
13
13
14. HUMAN RESOURCE STAFFING PROFILES FOR WIL
WIL PRACTIONERS
Co-ordinator / Lecturer / Placement Officer / Co-op. Educator
Key Performance Areas
“Quality linked to Performance Management”
1. Marketing and Promotion of WIL and Co-op Education Partnerships
2. Work Preparedness Skills Programme
3. Student Counselling and Support
4. Placement Process Facilitation
5. Curriculum and structure of Work-Placement Programme
6. Monitoring, Visitation and Assessment
7. Evaluation and Impact Assessment
14
15. What is NSDS III ?
NATIONAL SKILLS DEVELOPMENT STRATEGY
The NSDS is the overarching strategic guide for skills development and provides
a framework for the skills development levy resource utilization of institutions as
well as the National Skills Fund. It sets out the linkages with, and responsibilities
of other education and training stakeholders.
What is the QCTO ?
QUALITY COUNCIL - TRADE AND OCCUPATIONS
The QCTO will manage and coordinate qualifications in the occupational
qualifications framework (OQF). Its scope will be development, provision,
assessment and quality assurance of fit-for-purpose occupational
qualifications and unit standards as required by the labour market for work
and employment purposes.
15
17. 8
1
Mechanism for
NSDS111 Building
Career
SKILLS Vocational
DEVELOPMENT
8 - GOALS Guidance
7.
2
Employers Increasing public
Access to
Providers capacity for
OCCUPATIONAL Partnerships SMME’s Public Sector
Communities
PROGRAMMES Needs
Capacity
SETA’s Targets
Facilitation
Assessment
Monitoring Evaluation 6.
and Review Training Initiative for
Impact
3Grow Evaluation Cooperatives,
Public Funding SMME, NGO and
FET System NSF Prioritize Community
Allocation
4. 5.
Address Low Encourage
WORKPLACE –
Numeracy and
BASED SKILLS
Literacy DEVELOPMENT
9
17
18. OVERSIGHT STRUCTURES ? ? ?
START > Learner support and development progression until > QUALIFICATION
Partnership Placement Practise
? + ? + ?
VOID?
Lack of
Capacity
Training Expertise
Work Places
Providers Quality
UoT Resources Industry
Funding Community
FET
Incentives Site Visits
Private Sustainability
Providers Support
Infrastructure 18
18
19. CONCLUSION
some recommendations!
Wider participation required in Curriculum Development and Review
With Institution Providers, Industry, Students and Community
Reflect and agree on Graduate Attributes
Formulate Exit Learning Outcomes & Assessment for the Qualification
Explore possible WIL options and Learning sites integration
Innovative teaching and learning to promote student participation
Integrated assessment & instrument that embed graduate attributes
19
20. There is ....... nowhere for instructors in tertiary institutes and
colleges to turn if they want to improve their instruction. So,
occupational instructors ( lecturers) are faced with a serious
problem: their teaching is in many ways more difficult than
teaching standard academic subjects, but they appear to have
fewer sources of information and support related to
pedagogical issues.
Grubb, W.N. (2003) The Roles of Tertiary Colleges and Institutes: Trade-offs in
Restructuring Postsecondary Education. Berkeley, U.S.A.
20
21. In the words of the Minister Dr Blade Nzimande“...............
we will be actively pursuing collaborative partnerships
between the SETA’s, the NSF, universities – especially
universities of technology and FET’s in order to seek ways
to release funds to grow the skills base.........this move is
set to overhaul the education and training landscape in SA
and we invite the private sector and civil society to actively
participate and join the skills revolution in our country”
“ the magic is not in the taps”
21
25. Students
QCTO
NSF
SETA
Centre’s •Commerce
Academic of • Industry
Institutions Excellence • Government
• Community
OVERSIGHT STRUCTURES
SASCE !!
Intelligence Hub
Advocacy and Policy Development
Research and Development
Professional Development of WIL
Industry Placements
Workplace Approval
Monitoring and Visitation
Sharing of Best Practice
Capacity Development
Conferences National and International
Learner Support
Career Guidance & Management 25
26. SASCE - New Structure
SASCE BOARD
AND EXCO
President
Vice-President
Secretary SASCE
Treasurer NATIONAL OFFICE
Past President OPERATIONS
Regional Conveners Executive Officer CEO
Industry Stakeholders Administrator
WIL Students
REGIONAL BRANCHES
CONVENER & TASK TEAMS
Intelligence Hub
Advocacy and Policy Development
Research and Development
Professional Development of Co-op
26
