Since 2005 the HEQC published 12 resources as part of its quality of teaching and learning prioritisation. The 12th HE Monitor, namely Work-integrated learning: good practice guide (August 2011), is intended to assist with regard to programme and curriculum development in the light of adaptation of the HEQF (October 2007). The guide also serves to prompt with regard to the purpose and role of work-integrated learning as means to ensure that graduate are better prepared for the world in which they will work and live. The guide contains 33 international and local case studies to illustrate the theoretical basis.
The term work-integrated learning (WIL) is qualified in the introduction and background chapter as umbrella term for “curricular, pedagogic and assessment practices, across a range of academic disciplines that integrate formal learning and workplace concerns” (CHE, 2011: 4). It is further pointed out that there are many different practices along a continuum; that WIL has always been a distinguishing feature of professional education albeit identified by other terms; and that WIL in a variety of forms is an important part of technical, vocational and professional higher education.
Chapter 2 starts off by differentiating between three interrelated fields, namely the academic field, the educational filed and the professional practice. The building of knowledge, transfer thereof and crossing of knowledge boundaries is briefly explained, as well as the recontextualising of both academic and workplace knowledges.
The third chapter focuses on curriculum design and development for WIL. In addition to recontextualising of both knowledge domains the alignment of workplace and academic interests is touched on. The importance of alignment of outcomes, WIL activities and assessment; as well as design strategies that focus on integration of theory and practice are pointed out. Four curricular modalities are introduced as a WIL typology, namely:
- Work-directed theoretical learning (WDTL)
- Problem-based learning (PBL)
- Project-based learning (PJBL)
- Workplace learning (WPL)
The implications of WIL at the six HEQF levels are addressed in the light of the four modalities above. The discussion is in stark contrast to the gazetted HEQF which emphasises typically inclusion of simulated work experience (SWE) or WIL as part of the Higher and Advanced Certificates and the Diploma. Instead the CHE guide advocates WDTL for the higher or one-year certificate, because of the short duration (p. 23). Similarly for the two-year advanced certificate, because of the short duration, PBL (pp. 23-4). For the diploma, bachelor degree, advanced diploma and postgraduate diploma short placements (WPL) are recommended; and for the professional bachelor, master’s and doctorate PJBL (pp. 24-6).
WDTL generally does not require any special accreditation requirements as it is associated with subsidy systems. However, PBL, PJBL and WPL require special consideration because these modalities require additional funding for the resources that are necessary. The difficulty of linking WPL to credit points and notional hours of learning (p. 28), because of learning in the workplace differing substantially, is emphasised. The third chapter is concluded with discussion of recognition of prior learning (RPL) in a WIL curriculum.
Chapter 4 start off with a central concern about teaching for transfer and in particular the application of academic knowledge. The academic and workplace collaboration with regard to the four modalities are addressed.
Chapter 5 addresses assessment of and for WIL. The principles of appropriateness, farness, transparency, formative and summative, validity, authenticity and consistency are presented. The importance of both formative (assessment for learning) and summative are highlighted; followed by development of assessment tasks; assessment criteria; and the assessment of the four modalities.
In chapter 6 the importance of partnerships for WIL are introduced and then partnership for the four modalities elaborated on. Managing partnerships with regard to initiating, implementing, maintaining, reflection on and evaluation of are addressed.
The final chapter (7) is devoted to the management of WIL. Managing at institutional level as well as departmental level with regard to the four modalities are discussed. The chapter is concluded with managing the financial, staff and physical resources.
After the guide’s references a glossary of terms (pp. 71-78) and the acronyms used follow. Each of the 38 terms are described in various depth and for most additional information hyperlinked.
The criteria pertaining to WIL or rather work-based learning (WBL) espoused in the HEQC’s criteria for institutional audits (2004a) and programme accreditation (2004b) are not specifically referred to, namely:
- Effective management and coordination, with responsibilities and lines of accountability clearly allocated.
- Adequate infrastructure provided.
- Learning contracts or agreements, clarifying the objectives and outcomes of the learning process, as well as the roles and responsibilities of the institution, students, mentors and employers involved.
- Regular and effective communication between the various parties involved.
- Regular and systematic recording and monitoring of progress of the student’s learning experience.
- Mentoring that enables the student to recognise strengths and weaknesses; to develop existing and new abilities; and to gain knowledge of work practices.
- Academic as well as workplace based assessment.
Council on Higher Education (CHE), Higher Education Quality Committee (HEQC). 2004a. Criteria for Institutional Audits. Pretoria: Compress. Electronically available from: http://www.che.ac.za/documents/d000061/CHE_Institutional-Audit-Criteria_June2004.pdf
Council on Higher Education (CHE), Higher Education Quality Committee (HEQC). 2004b. Criteria for Programme Accreditation. Pretoria. Electronically available from: http://www.che.ac.za/documents/d000084/CHE_accreditation_criteria_Nov2004.pdf
Council on Higher Education (CHE). 2011. Work-integrated learning: good practice guide. HE Monitor No 12. Pretoria. Electronically accessed 5 September 2011 from: http://www.che.ac.za/documents/d000217/Higher_Education_Monitor_12.pdf
South Africa. 2007. Higher Education Qualifications Framework. Department of Education Government Notice No 928, gazetted (No. 30353) 5 October 2007. http://www.che.ac.za/documents/d000148/Higher_Education_Qualifications_Framework_Oct2007.pdf