‘It Takes a Village’ by Jane Cowen-Fletcher (1994) is a colourfully illustrated story that portrays a proverb attributed to West Africa, namely ‘it takes a village to raise a child’.
Yemi's mother asks her to care for her younger brother and the girl is delighted at the prospect of taking on a grown-up task. The three of them set out to the village market [in Benin, West Africa], where Mama will sell mangoes. Yemi soon loses Kokou, but instead of the terrible things she imagines happening to him, the toddler is lovingly cared for by all of the adults he meets-he is fed, given something to drink, played with, and allowed to nap. Yemi discovers that caring neighbours have been watching them both all along.
The proverb ‘it takes a village’ means an entire community of people is needed to interact positively with children for those children to grow up in a safe and healthy environment. The origins of the proverb has been researched, but not pinpointed. It is believed to embody the spirit of several African cultures, for example (Wikipedia):
- In Lunyoro (Bunyoro) there is a proverb that says “Omwana takulila nju emoi,” whose literal translation is “A child does not grow up only in a single home.”
- In Kihaya (Bahaya) there is a saying, “Omwana taba womoi,” which translates as “A child belongs not to one parent or home.”
- Kijita (Wajita) has the proverb, “Omwana ni wa bhone,” meaning regardless of a child's biological parents, its upbringing belongs to the community.
- In Swahili, the proverb “Asiye funzwa na mamae hufunzwa na ulimwengu” means roughly the same: "Whomsoever is not taught by the mother will be taught with the world."
The notion ‘it takes a village’ has subsequently been adopted by several authors, applied to a multitude of scenarios, and other books pubished. The definition of work-integrated learning (WIL) of the Canadian body for Co-operative Education and Work-integrated Learning (CEWIL) cited by Nielsen, Livernoche and Ramji (2022: 139) accurately captures the essence of workplace-based learning (WPBL, as form of WIL). CEWIL defines WIL as “a model and process of curricular experiential education which formally and intentionally integrates a student's academic studies within a workplace or practice setting. WIL experiences include an engaged partnership of at least: an academic institution, a host organization and a student”. The origins of WIL (and cooperative education) emphasised the close collaboration of academic institutions with the relevant community of practice, within the relevant industry that is involved, with regard to the necessary workplace experiences that form part of the curriculum. In addition, workplace mentoring by experienced practitioners, play a significant role in WPBL.
The Higher Education Qualifications Sub-Framework (HEQSF) of the Department of Higher Education and Training (South African Government, 2014), which indicates that the incorporation of work-integrated learning (WIL) into the curriculum is characteristic of vocational and professionally-oriented qualifications. The HEQSF, §35 (p. 17, emphases added) states that where the WIL component “takes the form of workplace-based learning, it is the responsibility of institutions that offer programmes requiring credits for such learning to place students into appropriate workplaces” and add that “such workplace-based learning must be appropriately structured, properly supervised and assessed”.
However, work-integrated learning need not necessary involve actual work. The HEQSF differentiates, in §34 (p. 17), various forms of work-integrated learning (WIL), namely:
- simulated learning [also known as simulated work experiences (SWEs)]
- work-directed theoretical learning [WDTL]
- problem-based learning [PBL]
- project-based learning [PjBL]
- workplace-based learning [WPBL] — Three Council on Higher Education publications (CHE: 2004a, 2004b & 2014) provide criteria with regard to work-based learning (WBL)
The South African Council on Higher Education, as independent statutory body and Quality Council for Higher Education (CHE: n.d.), published (CHE: 2011) a ‘Good Practice Guide’ towards work-integrated learning which deliberated the various modes mentioned above. The CHE (2014, Criterion 15, emphases added) recognises that ‘it takes a village’, by stating that “appropriate arrangements will be needed for placement, mentoring and supervision” and reiterates the “coordination of work-based learning must be done effectively, including adequate infrastructure, effective communication, recording of progress made, monitoring and mentoring”, plus the following:
- Learning agreements or contracts implemented through which the student, the higher education institution, the employer (workplace-based learning provider) and mentor negotiate, approve, adhere to agreed roles and responsibilities, and assess the objectives and outcomes of the learning process
- Regular and effective communication taking place and good working relations are maintained between the institution, students, mentors and employers involved
- System (both at the institution and at the place of workplace-based learning in operation to regularly and systematically monitor and record the progress of each student’s learning experience
- Mentoring system that enables each student to recognise his/her strengths and weaknesses, to develop existing and new abilities, and to gain knowledge of work practices
Nielsen et al. (2022: 139-140) indicate “a range of WIL programs: co-operative education (co-op), internships, entrepreneurships, apprenticeships, service learning, applied research projects, mandatory professional practicum/clinical placement, field placement, and work experience”; and add that “strategic WIL placements in partnership with Indigenous groups also offer opportunities for capacity-building, cultural revitalization, and community development”.
CHE (Council on Higher Education)
Cowen-Fletcher, J. (1994). It Takes a Village. Scholastic Press. [Information about accessible from https://janecowen-fletcher.com/it-takes-a-village]
Council on Higher Education (n.d.) Legislative and policy mandate. Electronically accessible from https://www.che.ac.za/about-us/legislative-and-policy-mandate
Council on Higher Education (2004a). Higher Education Quality Committee. Criteria for Programme Accreditation. Electronically accessible from https://firebasestorage.googleapis.com/v0/b/che2020-c5efd.appspot.com/o/website%2Fyxqlkgy7gwo1.pdf?alt=media&token=c1ea5d6e-2e05-463d-9f2b-bbf92d4b402b
Council on Higher Education (2004b). Higher Education Quality Committee. Criteria for Institutional Audits. Electronically accessible from https://firebasestorage.googleapis.com/v0/b/che2020-c5efd.appspot.com/o/website%2Fjh3xgy9ub11.pdf?alt=media&token=aa1b8117-5414-4e70-a363-50dc924a7d42
Council on Higher Education (2011). Work-Integrated Learning: Good Practice Guide. HE Monitor No. 12, August 2011. Pretoria: IeCommunications. Electronically accessible from https://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: Programme Accreditation Criteria, pp. 81 – 107. In Distance Higher Education Programmes in a Digital Era: Good Practice Guide. Electronically accessible from https://www.saide.org.za/documents/CHE_-_Distance_Higher_Education.pdf
Nielsen, J., Livernoche, R. & Ramji, K. (2022). The Indigenous Work-integrated Learning Resource Hub: A needs-based approach to addressing barriers and opportunities for Indigenous students. International Journal of Work-Integrated Learning, 23(2), 139-152. Electronically accessible from https://www.ijwil.org/files/IJWIL_23_2_139_152.pdf
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 https://www.gov.za/sites/default/files/gcis_document/201410/38116gon819.pdf
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