The Higher Education Quality Committee (HEQC) of the South African Council for Higher Education (CHE) upholds imperatives with regard to the quality of work-integrated learning (WIL), where it should form part of a qualification or programme. These items are based on those imperatives.
Assess the adequacy of staffing for the work-integrated learning (WIL) part/s or module/s, as well as the effectiveness of management and coordination of WIL, in terms of HEQC Criteria 1(ix, p. 8) and 15 (3.2.1.5, p. 20) for Programme Accreditation[1]
For each WIL module, complete the table below:
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Number of students registered per module
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No of students that were placed when registered
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Number of students subsequently placed
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No of learning agreements entered into
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Number of workplace mentors confirmed
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Number of students visited for progress monitoring
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Number of students subsequently cancelled registration
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No of students still registered but not yet placed
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Assess the quality of each WIL module with regards to HEQC Criteria 1(ix, p. 8) and 15 (3.2.1.5, p. 20) for Programme Accreditation2 and Criteria 7,8 & 11 for Institutional Audits[2], namely:
- Promotes the students’ understanding of the specific occupation being trained for (C1[ix] 1, p. 8)
- Students master techniques and skills required for the occupation
- WIL forms an integral and essential part of the curriculum (C82, pp. 11-12)
- WIL contributing to achieving the purposes of the programme/qualification (3.2.11, pp. 16-17)
- Learning contracts/agreement with experiential learning providers, clarifying Objectives & outcomes of WIL, plus roles and responsibilities (3.2.1.51, C15, p. 20 & C72 pp. 10-11)
- Mentoring of each student, helping to recognise strengths & weaknesses, develop existing & new abilities, and gain work practices knowledge
- Regularity and effectiveness of communication between WIL parties
- Progress monitoring and recording systems
- Workplace assessment in addition to Unisa’s academic assessment (C112, p. 14)