Different forms, types or modalities of work-integrated learning (WIL)

The Higher Education Qualifications Sub-Framework (HEQSF) (South African Government, 2014) differentiates five forms work-integrated learning (WIL), and the imbedded WIL template, under section D (p. 8) of the Council on Higher Education (CHE, 2021), Higher Education Quality Committee (HEQC) offline version of the online ‘Application for programme accreditation and qualification registration’, two more:

1. virtual or simulated learning,
2. work-directed theoretical learning (WDTL),
3. problem-based learning (PBL),
4. project-based learning (PjBL),
5. workplace-based learning (WPBL),
6. practicum placements,
7. service-learning, and so on.

The CHE’s Good Practice Guide (2011) advocates four distinct WIL curricular modalities, namely WDTL, PBL, PjBL and WPBL above. The eight definitions below were composed through consultation of several sources.

Practicum (plural practicums) placements	is a course/programme module, or part thereof, that involves involving activities emphasising the practical/clinical application of theory, knowledge and skills of the qualification curriculum; gaining on-the-job/vocation/professional experience; putting into practice; clinical/practical training; actual working in the area/field of study
Problem-based learning (PBL)	is a radical form of teaching which entail that ‘problems’, rather than academic subjects, as organising structure of the curriculum, with the main objective the acquisition of an extensive, integrated knowledge base. Problem-oriented learning is more commonly used and involves the inclusion of real-world scenarios for problem-based activities, assignments, and projects. Ill-structured problems stimulate the generation of multiple hypotheses or potential solutions. Ill-structured problems further allow students to observe, interview, and review records or documents to obtain needed information.
Project-based learning (PjBL)	involves learning through projects. Projects are either ‘real’ projects located in the world of work; or simulated with input from workplaces. Projects generally involve elements of research and supervision by both a university lecturer and workplace supervisor or mentor. PJBL enables the acquisition of an extensive, integrated knowledge base that students can draw on and apply to the analysis and solution of problems.
Service-learning	generally entails voluntary activities directed at specific community needs, applied learning and engaging in reflection to deepen understanding of what is being taught. It could be credit-bearing, if integrated into the curriculum of an academic programme and assessed as such., It may take place with an agency (usually a non-profit or social service group).
Simulated (or virtual) learning	means the learning and teaching technologies used to create artificial learning environments to enhance or replace a student’s actual experience with the world of work through simulations. For example, live projects, case studies, employer talks, role play, mentoring, and e-simulations.
Work-directed theoretical learning (WDTL)	enables the alignment of theoretical understanding with the practical or practice-based components and enabling students to apply such in the workplace. Presentations by workplace and/or professional practice may be used.
Work-integrated learning (WIL)	is used as an umbrella term to describe curricular, pedagogic and assessment practices, across a range of academic disciplines that integrate formal learning and workplace concerns. The International Journal of Work-Integrated Learning (IJWIL) defines WIL as "an educational approach that uses relevant work-based experiences to allow students to integrate theory with the meaningful practice of work as an intentional component of the curriculum. Defining elements of this educational approach require that students engage in authentic and meaningful work-related tasks, and must involve three stakeholders; the student, the university, and the workplace/community." (www.ijwil.org)
Workplace-based learning (WPBL)	happens when students are placed in work environments for the purposes of learning, which provides students with real life work experiences, in order internalise knowledge, skills and competencies, and gain insights through exposure to work by achieving specific outcomes. Both the HEQSF & CHE (2014) specify criteria for work(place)-based learning.

The Regulations (South African Government, 2018) for WPBL Agreements, lists nine forms of WPBL, requiring selection:

1. Apprenticeship
2. Learnership
3. Internship for the ‘N’ Diploma
4. Candidacy (postgrad for professional)
5. Student internship. Category A (for certificates & diplomas in HEQSF)
6. Student internship: Category B (requirement professional registration)
7. Student internship: Category C (for QCTO qualifications)
8. Student internship (SAQA qualification & vacation work)
9. Graduate internship (got qualification, to gain workplace experience)

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

Council on Higher Education (2021). Higher Education Quality Committee (HEQC) offline version of the online ‘Application for programme accreditation and qualification registration’. https://www.che.ac.za/publications/submissions/heqc-offline-application

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

South African Government. (2018). Sector Education and Training Authorities (SETAs) workplace based learning programme agreement regulations. Department of Higher Education and Training. Government Gazette No 42037, 16 November 2018. Skills Development Act (Act 97 of 1998). https://www.gov.za/sites/default/files/gcis_document/201811/42037gon1241.pdf