The notions workplace learning and work-integrated learning; each appears 13 times in the White Paper (2013). Download White Paper - final for web Please note that emphases were added to quotations below.
“Universities should seek to build strong partnerships with employers in order to promote the expansion of workplace training opportunities, especially in those areas where qualifications or professional registration depends on practical workplace experience. These partnerships can benefit from the inclusion of SETAs.” states the executive summary of the White Paper for Post-School Education and Training (2013, xiv). This statement is repeated on page 41 with elaboration that Sector Education and Training Authorities (SETAs) “which can assist in brokering university-employer collaboration as well as providing advice and resources to facilitate work-integrated learning”.
“Learners exiting universities … are not, in general, finding work easily …” state the same white paper on page 64, because “they are often described by employers as lacking the skills needed” to which the “lack of practical workplace experience” is related. It is then concluded that “workplace learning must be seen as integral part of qualification and programme design”. On page 65 it is stated that “in future, universities should engage with industry stakeholders and SETAs to examine how their programmes could be progressively adjusted to fulfil the role”.
The executive summary states on page xvi that “Universities, especially comprehensive universities and universities of technology, will be encouraged to expand distance higher education for vocationally orientated diploma programmes”. This is elaborated on at the bottom of page 50 and continued on page 51, stating “In the university sector, distance education is served by Unisa, as well as by North West University, the University of Pretoria, the University of KwaZulu–Natal and a handful of other public and private institutions. However, distance higher education for vocationally oriented diploma programmes at comprehensive universities or universities of technology is not as well-developed as that for the purely academic programmes.”
“Simulated workplace experience can be difficult to recreate in a workshop” is stated on page 9 of the white paper. This statement is preceded by the argument that “in many areas of study, useful practical experience can be obtained in an institutional workshop where learning can be easily controlled in line with a curriculum. However, institutional workshops often cannot afford to keep up with the most recent equipment available.” It is further stated that “… it is always beneficial to augment this with practice in an actual workplace where real-life experiences such as working under pressure, dealing with customers, and working as part of a team may be more easily learned”.
Page xvi of the executive summary observes that “the design of training systems, including curricula, requires close collaboration between education and training providers and employers — especially in those programmes providing vocational training”. On page xii this notion is repeated saying “emphasis will be given to strengthening partnerships with employers, both at the system level and that of individual colleges. Such partnerships will assist the colleges to locate opportunities for work-integrated learning”. It is also said that “employers should also be in a position to advise the college system and individual colleges around issues of curriculum, and experts from industry could teach at colleges …”. It is furthermore stated that “SETAs have an important role to play in promoting and facilitating between colleges and employers”.
It is pointed out on page 5 that “the new configuration of the Department of Higher Education and Training enables tremendous possibilities for cooperation and mutual support among post-school institutions …” It is further pointed out that “SETAs working more closely with public institutions, especially TVET colleges and universities” and (p. 6) that “SETAs are beginning to help establish partnerships between these educational institutions and employers, especially to facilitate various forms of work-integrated learning.”
The “National Skills Accord, signed in July 2011 by all partners in the National Economic Development and Labour Council (NEDLAC)” is mentioned on page 8. The signatories is said to have agreed to, among others, promote access to training opportunities in workplaces. On page 9 it is stated that the “combination of both theoretical knowledge and practical experience is important, indeed essential”; as well as that “practical experience builds applied knowledge and develops self-confidence in someone’s ability to act effectively”.
It is deduced on page 9 that “training systems, including curricula, need to be designed around close cooperation between employers and education and training providers”. Teaching hospitals, as well developed models, are recommended. The important role of SETAs is stated in that “SETAs have a crucial role to play in facilitating such workplace learning partnerships between employers and educational institutions”.
Page 16 elaborates that “it is essential that they [colleges] develop and maintain close relationships with employers in their areas of study”, because “close partnerships between colleges and employers will assist the colleges to locate opportunities for work-integrated learning and help them to place students”. Another benefit is that “colleges may also be in a position to benefit from donations of equipment from particular employers”. The role of SETAs is again mentioned, namely that “SETAs should play a role in forging relationships between colleges and employers, using not only their contacts but also their resources to incentivise employers to take on students for workplace learning opportunities. Partnerships between colleges and SETAs will be facilitated by the establishment of offices representing the SETAs in each college. These offices should represent all the SETAs in that college, and work to promote and facilitate the relationship between the college and individual SETAs in the interests of both. Some SETA offices, representing clusters of SETAs, have already been established in colleges”.
About workplace learning it is stated on page 64 that often “work placements are unstructured and do not contribute to the outcomes of the qualification; rather, they take the form of compulsory work experience.” However, is said “the possibility exists for the colleges and the SETAs to work together to restructure such programmes as learnerships or apprenticeships, or for the work placement to become a more structured internship.”
Apart from “increasing access to workplaces for students in vocational and higher education, in the form of various of types of work-integrated learning” on page 65; it is remarked that “also essential is improving and updating the industry knowledge of educators by providing appropriate work-exposure opportunities for TVET [Technical and vocational education and training] lecturers”.
In the conclusion (p. 75) it is stated that “this White Paper sees a key role for employers in the integration of education and training. This will include a very significant expansion of work-integrated learning and workplace-based learning”. About SETAs, is stated that “the White Paper also envisages a strategic shift in the role of the SETAs in skills planning and in supporting the provision of education and training”.
Republic of South Africa. 2013. Government Gazette No 37229. Department of Higher Education and Training. Notice No 11. 15 January 2014. White paper for post-school education and training — building an expanded, effective and integrated post-school system. Pretoria. Electronically available from http://www.che.ac.za/sites/default/files/publications/White%20Paper%20-%20final%20for%20web.pdf / http://www.gov.za/documents/download.php?f=207591
White Paper approved by cabinet 20 November 2013 and released 16 January 2014 by Dr BE Nzimande, Minister of Higher Education and Training.