The inclusion of work-integrated learning in the curriculum of an educational programme is a design decision, in response to stakeholder needs.
Stakeholder undertaking with regard to supporting work-integrated learning is crucial for the success thereof.
An educational institution that fails to grasp these two points is likely to struggle, if not fail, to make work-integrated learning work.
An educational institution that disregards continued stakeholder relationships underestimates the importance thereof.
An educational institute must ensure adequate representation of stakeholders in the design and/or revision of the curriculum. Such a curriculum-design collaboration must conclude which parts (if any) of the curriculum would be best achieved through real-life experience, rather than any other learning-mode. The occupational-field representation must consider it feasible to provide the relevant real-life learning contexts and mentors and undertake to make it happen.
The curriculum design and/or revision must never be an isolated event. An advisory structure, with adequate representation of stakeholders, must guide the offering of the programme and in particular the various aspects that enhance work-integrated learning, such as:
- Learning materials that guide the relevant real-life experiences would bring about the relevant learning.
- Materials to orientate students upon entry into work-integrated learning and guidelines for work-place mentors.
- Materials that would facilitate reflection on work experiences in order to bring about learning.
- Specifications and guidelines with regard to learning evidence required for summative assessment of work-integrated learning.
- Guidelines for the monitoring of the progress of students during work-integrated learning and formative assessment purposes.
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