What is meant by the HEQSF, §35 (South African Government, 2014: 17) and CHE criterium 15 (Council on Higher Education, 2014: 104) statements “workplace-based learning must be appropriately structured”; “to ensure an equivalent learning experience across a wider range of contexts”; “learning contracts or agreements are implemented”? Templates are not provided, and details not specified, however, the CHE Focus Area: Programme Accreditation webpage states “accreditation and audit systems form part of an interconnected quality assurance system”. This page indicates that academic programmes are evaluated in accordance with criteria, which stipulate the minimum requirements for programme input, process, output and impact, and review”. The page also lists and hyperlinks several publications, such as the Higher Education Quality Committee (HEQC) ‘Application for programme accreditation and qualification registration’ for download. Section D, pertaining programme or qualification design, in particular question 11 (p. 8) and the imbedded template on work-integrated learning (WIL) is of significance. Question 3 of the template requires an “Explain[ation of] the process for the supervision and monitoring of WIL (in the case of workplace-based learning). Discuss how the institution will ensure parity of learning experiences and assessments across workplace sites.” The workplace-based learning (WPBL) outcomes and assessment criteria (question 4) informs the content. In this regard CHE criterium 15 (referenced above) states that through learning agreements “the student, the higher education institution and the employer can negotiate, approve and assess the objectives and outcomes of the learning process. Various parties, i.e. the institution, students, mentors and employers, adhere to the contract or agreement on their roles and responsibilities”. Bonnet (2009) presents one such example for engineering. The content of the document is in tabular format, including:
- Number and learning item
- A description of the required experience and learning outcome
- The envisaged duration
- Report or learning evidence required
- Signature of verification
Ligon and Ward (2002) offer a step-by-step guide to writing a learning agreement:
- What, namely the learning goals and expected outcomes
- When does the learning have to take place and be completed
- ‘SPIRO’ — Specific; Performance orientated activities, specifying who and the nature of Involvement; Realistically accomplishable; and Observable, based on tangible and measurable outcomes.
- The learning broken up into doable portions
Bonnet, P. (2009). Program documents 1+2, Engineering Practical –1+2, Memorandum of Understanding P‐1+2. In appendix to ‘Development of a competency-based work-integrated learning program to facilitate science, engineering and technology retention in South Africa as a developing country’. Asia-Pacific Journal of Cooperative Education, 10(2), 65-74. Electronically accessible from https://www.ijwil.org/files/Bonnet_Appendix.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
Council on Higher Education (n.d.). Programme Accreditation. Electronically accessible from https://www.che.ac.za/focus-areas/programme-accreditation.
Council on Higher Education (n.d.). Application for programme accreditation and qualification registration. Electronically accessible from https://www.che.ac.za/publications/submissions/heqc-offline-application
Ligon, J. & Ward, J. (2002). The field learning agreement. The new Social Worker, fall, 14-15.
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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