There are six (6) aspects pertaining curriculum design that matter with regard to work-integrated learning (WIL) placements that would improve student employability, say Smith, Ferns and Russel (2016: 200). Table 1 below reflects six WIL placement curriculum factors which empirical evidence suggests are important:
Smith, Ferns and Russel (2016: 197) indicate that the notion ‘work-integrated learning’ (WIL) “is a very broad rubric for a variety of educational activities” that intends to deliberately integrate theory with work practice and thereby provide students with exposure to ‘real-world’ work experience.
The term ‘rubric’ commonly refers to a set of guidelines, for example, an assessment protocol for how portfolios would be assessed and marks allocated. ‘Rubric’ originates from Latin rubrīca, meaning red ochre or red lettering to set it apart. Something written or printed in such a way as to distinguish it from the rest of the text. A heading, or title, or direction of mode of conduct or procedure; protocol.
Smith, Ferns and Russel (2016: 198) observe that the term ‘curriculum’ is not used consistently with within literature. They qualify their use of the term ‘curriculum’ to mean those activities organised for students to experience whilst on a work placement. Their premise is that workplace supervisors should deliberately orchestrate learning experiences; and that the quality thereof assured by academic or professional staff charged with designing ‘WIL curricula’.
Smith, C., Ferns, S. & Russell, L. (2016). Designing work-integrated learning placements that improve student employability: Six facets of the curriculum that matter. Asia-Pacific Journal of Cooperative Education, 17(2), 197-211. Electronically accessible from https://www.ijwil.org/files/APJCE_17_2_197_211.pdf
Comments