The purpose of this post is to clarify work-directed theoretical learning (WDTL), as one of a number of experiential learning curricular modalities. It is deemed important that higher education academics in South Africa realise that if workplace learning (WPL), or work-based learning (WBL), is chosen as curricular modality, then a number of criteria and requirements apply. However, there are legitimate alternatives available to choose from. One of the alternatives entails work-directed theoretical learning (WDTL).
“University teachers [academics] should be concerned to ensure that the students that graduate from their programmes are prepared for the world in which they will live and work”, states the foreword of Council on Higher Education (2011) publication Work-Integrated Learning: Good Practice Guide. This publication differentiates several work-integrated learning (WIL) curricular modalities, namely:
- Work-directed theoretical learning (WDTL)
- Problem-based learning (PBL)
- Project-based learning (PJBL)
- Workplace learning (WPL)
The term work-based learning (WBL) is further often used as alternative term for WIL.
§34 and §35 (p. 17) of the Higher Education Qualifications Sub-Framework (HEQSF, 2014) pertain to WIL. §35 specifies that “Where the entire WIL component or any part of it takes the form of workplace-based learning [WPL/WBL], it is the responsibility of institutions that offer programmes requiring credits for such learning to place students into appropriate workplaces. Such workplace-based learning [WPL/WBL] must be appropriately structured, properly supervised and assessed.” The Council on Higher Education (CHE) Criteria for Programme Accreditation (2004) and Criteria for Institutional Audits (2004) specify requirements pertaining work-based learning.
The CHE Distance Higher Education Programmes in a Digital Era: Good Practice Guide (2014) publication includes (pp 81-107) Distance Higher Education Programmes in a Digital Era: Programme Accreditation Criteria, A Companion to Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Criterion 15 specifies the minimum expectation pertaining to WPL/WBL.
However, §34 states that “In the HEQSF, WIL may take various forms including simulated learning [SWE], work-directed theoretical learning [WBTL], problem-based learning [PBL], project-based learning [PJBL] and workplace-based learning [WPL]”. §34 further states that “The selection of appropriate forms of work-integrated learning depends on the nature and purpose of the qualification type programme objectives and outcomes, the NQF level at which the WIL component is pegged, institutional capacity to provide WIL opportunities, and the structures and systems that are in place within professional settings and sites of practice to support student learning.” (emphases and acronyms added)
§34 of the HEQSF further clarifies that “Some qualifications will be designed to integrate theory and practice through the incorporation of work-integrated learning (WIL) into the curriculum. WIL is characteristic of vocational and professionally-oriented qualifications, and may be incorporated into programmes at all levels of the HEQSF.” Also that “Where WIL is a structured part of a qualification the volume of learning allocated to WIL should be appropriate to the purpose of the qualification and to the cognitive demands of the learning outcomes and assessment criteria contained in the appropriate level descriptors.” (emphases added)
It is concluded that in cases where workplace-based learning [WPL/WBL] is formalised as part of the curriculum, a number of conditions apply to such learning, including the responsibility of the university concerned to place students. Mutereko and Wedekind (2016) report in this regard that more than 65% of students studying at South African Higher Education Institutions, although a prerequisite for completion of many qualifications, are unable to find workplace experience. It is quite evident, however, from the aforementioned that provision is made for a range of alternatives “to ensure that the students that graduate from … programmes are prepared for the world in which they will live and work”. One of these alternates is work-directed theoretical learning (WBTL).
What exactly is work-directed theoretical learning (WDTL)?
Du Plessis (2015, p. 52) indicates that work-directed theoretical learning “refers to academic or theoretical learning which is structured by focusing on what the student needs to know to be able to function sufficiently in the workplace” (emphasis added). She adds that “teaching and learning activities for WDTL should be aligned to bring theory and practice together in meaningful ways” and references §3.4.1 (p. 16) of the CHE (2011) Good Practice Guide. She elaborates further by pointing out the importance “that the design of WDTL activities aligns the disciplinary demands with workplace relevance so that students understand the necessity of having a sound knowledge base in preparation of what will be expected of them in the workplace” (emphasis added).
Mutereko and Wedekind (2016, p. 904) synthesised the attempts of several authors to operationalise and classify different kinds of work knowledge. They summarise that knowledge can be divided into two broad classes, namely explicit and tacit knowledge. Whereas the first (explicit) is transmittable in familiar language it is teachable. However, the latter (tacit) is embedded in action in specific context and cannot be articulated, and therefore teachable through modelling the tacit skills. Tacit knowledge, furthermore, has two components, namely cognitive form (which helps to perceive their world) and technical form (applicable to specific settings).
Mutereko and Wedekind (2016, p. 905) express concern that conventional pedagogy “suffers the risk of leaving inexperienced students with the impression that subsequent field problems can be nestled into neat technical packages”. Work process knowledge, distinguishable from discipline-based knowledge, is “as a combination of practical and theoretical knowledge”. “While theoretical knowledge is context free, guides action, is academic, is objective and justifies the action, practical knowledge is contextualised as implicit (tacit) and subjective”. Work process knowledge “is acquired through action ‘in the work process itself’”.
The synthesis by Mutereko and Wedekind (2016, p. 905) further points out “three kinds of knowledge, namely knowledge by acquaintance, propositional knowledge and knowledge how”:
- “Knowledge by acquaintance [similar to tacit knowledge above] is the knowledge that is acquired ‘through the senses and these need not to be just one sense’ and … embodies attributes that could not be expressed and understood in any other way”
- Propositional knowledge or declarative knowledge
- “Knowledge how [or procedural knowledge] is related to skill and a significant proportion of it is tacit … [it] ‘involves recognising and following rules for carrying out actions and the exercise of intentional agency’”
Mutereko and Wedekind (2016, p. 905) emphasise that proper sequencing of teaching and learning is important “so as to develop the desired expertise”.
Different ways to achieve work-directed theoretical learning
The South African Veterinary Council (2016, p. 4) emphasises accepted ‘Day One’ competencies of the profession (or vocation) concerned. It asserts that a qualification’s curriculum should provide adequate practical (or applied) experience for graduates to acquire ‘Day One’ competencies. The curriculum design (p. 7) must specify how the ‘Day One’ competencies for appropriate levels of students will be accomplished. All students should receive (p. 11) the ‘Day One’ skills list; and assessment practices (p. 10) must be aligned to the ‘Day One’ competencies, meaningful, relevant and reliable. Stakeholder representation (p. 5) and involvement, in order to ensure relevance, is deemed a minimum standard.
A variety of teaching and learning activities can be utilised to facilitate work-directed theoretical learning (WDTL), such as:
- Inclusion of podcasts by guest lecturers (or speakers/presenters) from both the workplace and professional practice in the learning materials. Just-in-time podcasts can be created about contemporary developments, to illustrate application and stimulate interest.
- Podcasts and/or case studies about real-life occurrences and industry experiences would give students insights into theoretical contexts.
- Real-life case studies, from the world of work (or professional practice in the field) would both enhance learning and ensure that the link between theoretical learning and what is happening in the workplace stays intact.
- The use of assessors from the workplace and/or field of practice would enhance authenticity.
- Electronic tutorials (as well as face-to-face), facilitated by practitioners from the occupational-field could greatly contribute to students better grasping the applications in realities.
- Demonstrations (through videos) and simulations (virtual realities) are potential ways to replicate real-life settings.
- Structured interactive sessions, within for example a laboratory, could establish the link between the theory and practice and facilitate learning.
- Peer learning, within in groups, could be utilised for students to learn from one another, as well as to stimulate critical thinking and the formation of links through the sharing of knowledge and experiences. Dialogue with both peers and teachers/academics elicits those activities that shape, elaborate and deepen understanding.
Council on Higher Education (2004). Higher Education Quality Committee (HEQC). Criteria for Programme Accreditation. Pretoria: Compress. Electronically accessible from http://www.che.ac.za/media_and_publications/frameworks-criteria/criteria-programme-accreditation
Council on Higher Education (2004). Higher Education Quality Committee (HEQC). Criteria for Institutional Audits. Pretoria: Compress. Electronically accessible from http://www.che.ac.za/media_and_publications/frameworks-criteria/criteria-institutional-audits
Council on Higher Education (2011). Work-Integrated Learning: Good Practice Guide. HE Monitor No. 12, August 2011. Pretoria: IeCommunications. Electronically accessible from http://www.che.ac.za/sites/default/files/publications/Higher_Education_Monitor_12.pdf
Council on Higher Education (2014). Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Electronically accessible from http://www.che.ac.za/sites/default/files/publications/CHE%20-%20Distance%20Higher%20Education.pdf
Du Plessis, J.G.E. (2015). A work-integrated learning education and training programme for radiography in South Africa. University of Free State, a doctoral thesis. Electronically accessible from http://scholar.ufs.ac.za:8080/xmlui/bitstream/handle/11660/1064/DuPlessisJGE.pdf?sequence=1
Mutereko, S. and Wedekind, V. (2016). Work integrated learning for engineering qualifications: a spanner in the works? Journal of Education and Work, 29(8), 902–921. Electronically accessible from http://dx.doi.org/10.1080/13639080.2015.1102211
South African Government (2014). Department of Higher Education and Training, Government Notice No 819. Higher Education Qualifications Sub-Framework. Government Gazette No. 38116, 17 October 2014. Electronically accessible from http://www.gov.za/sites/www.gov.za/files/38116_gon819.pdf and/or http://www.che.ac.za/sites/default/files/publications/CHE%20-%20Higher%20Education%20Qualification%20Framework%20-%20EDITED%20171013.pdf
South African Veterinary Council (2016). Work integrated learning policy for veterinary and para-veterinary professional students. Electronically accessible from http://www.savc.org.za/pdf_docs/2016%20JUL%2026_SAVC%20WIL%20POLICY.pdf
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