FET Imbizo wil innovations 29 nov 2011
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Transcript of FET Imbizo wil innovations 29 nov 2011
1
WORK INTEGRATED LEARNING
OPPORTUNITIES AND CHALLENGES
for
CURRICULUM INNOVATION
Presented by Brian Forbes FET IMBIZO 29 NOV 2011
Boland College Stellenbosch
2
MINISTER Dr Blade Nzimande STATEMENTS:
5 000 UoT students who cannot graduate due to lack of workplace learning as required
20 000 FET students completed the NCV academic component but cannot access the
workplace learning component
The SETA have fully funded learnerships but does not align with public institutions needs
Attempts to facilitate work integrated learning is where we are doing badly as a country
SUPPLY AND DEMAND CHALLENGES
National Treasury - 200 000 unemployed graduates in South Africa
Misalignment between players on the supply and demand side of the economy
Lack of institutional preparedness towards industry needs
Inadequate quality of education and training provision
3
In this Presentation
Why Work Integrated Learning
What is Work Integrated Learning
WIL Curriculum Perspectives
WIL Teaching and Learning Innovation
WIL Quality Management & Best Practise
Conclusions and Recommendations
4
Employability ?
QUALIFICATION
GRADUATE ATTRIBUTES ?
CURRICULUM Development – Review - Design
Incorporating
work integrated learning ?
“ the magic is not in the taps”
5
Ability to find & access information
Written communication skills Ability to use information Oral presentation skills Ability to handle large amounts of information Technical ability Numeracy or quantitative literacy Ability to use new information Computer literacy Proficiency in English Prior exposure to the work Knowing the organization
GRADUATE ATTRIBUTES
6
PURPOSE
OUTCOMES
ASSESSMENT
ACTIVITIES D
ES
IGN
DO
WN
DE
LIV
ER
UP
Programme Design Strategy
Employability ?
QUALIFICATIONS
GRADUATE ATTRIBUTES
CURRICULUM
Development – Review - Design Learning
Sites
Class Room
Lecture Theatre
Library
Laboratory
Site Visits
Simulations
Industry
Community
Learning &
Work
Work Integrated
Work Based
Work Place
In Service Training
Experiential
Problem Based
Project Based
Practicum
Internships
7
Students
Academic Institutions
External Partners
• Commerce • Industry • Government • Community
Co-operative Education is a
Partnership
CO OPERATIVE EDUCATION
Community Engagement
is a partnership that creates opportunities for
EXPERIENTIAL LEARNING learning by experience
at Institution or Work Places
Industry Based
Work-Integrated Learning
Community Based
Service Learning
Work based
Curriculum
Driven
Negotiated Structured Monitored Assessed Evidence Based Academic Credits
8
WORK INTEGRATED LEARNING SCOPE
LEARNING ASPECT LEARNING SITES APPLICATION
1. Theoretical Learning
WIL is a methodology that integrates academic learning
(incl. theoretical, problem-based and project-based learning)
with industry-based or community-based experiential learning that is structured, monitored and assessed
to meet the outcomes of a learning programme.
de
3. Project Based Learning
2. Problem Based
Learning
4. Work Place Learning
(EL)
Classroom
Other
Teaching
Reading
Classroom
Workshop
Laboratory
Teaching
Group Work
Discussion Forum
Visit Library
Classroom
Laboratory
Site Visit
Group Work
Assignment
Reports
Workplace
Laboratory
Records, Logbooks, Projects, Presentation,
Portfolios
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TRAINING INSTITUTION AND INDUSRY
readiness and ability to respond
• Orientation
• Classrooms
• Lecturers
• Study Guides
• Time Tables
• Learning materials
• Assessment
• Laboratories
• Libraries
• Computer Support
• Access and Bridging
• Student Counselling
• Workpreparedness Skills
• Guidelines
• Placement Facilitation
• Marketing Co-op. /
Industry
• Learning Programme
• Monitoring / Visitation
• Mentor / Supervision
• Assessment / Evidence
• Evaluation / Credits
• Review / Feedback
LEARNING ENVIRONMENT for WORK-INTEGRATED LEARNING
PARTNERSHIPS - PLACEMENTS - PRACTISE
Academic (Theory) Workplace Learning
Staff
Infrastructure
Funding
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Teaching and Learning innovations to address graduate attributes for employability skills
KNOWLEDGE & LEARNING • Use of reflective journals log books, diaries
• Using skills in different contexts
• Mentoring and coaching activities
• Self-evaluation tools
TEAMWORK • Role plays
• Group discussion
• Workplace teams
•Team or group projects
• Committees
• Syndicates
• Communities of practice
• Interactive activities
COMMUNICATION • Preparing and presenting written/verbal reports
• Role plays
• Simulations
• Demonstrations
• Working in groups
• Communicating, responding to clients / customers
INITIATIVE & ENTERPRISE •Brainstorming activities
• Designing innovative practices and solutions
• Initiating change
• Simulation activities
PLANNING & ORGANIZING •Research and data collection
• Developing action plans
• Planning and organizing events
• Time management activities
• Goal setting activities and scheduling tasks
• Collecting and analyzing information
SELF MANAGEMENT
•Development of portfolios
• Work plans
• Career planning exercises
• Using log books to record skills and monitor performance
PROBLEM SOLVING • Case studies
• Simulations
• Investigative projects and research
• Using various problem solving tools and
techniques
• Problem solving in teams and networks
• Decision making activities
TECHNOLOGY USE •Use of Internet, Intranets
• Using ICT skills to complete activities
• Industry relevant software, technology and equipment
“ the magic is not in the taps”
11
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TRAINING INSTITUTION AND INDUSRY
readiness and ability to respond
• Orientation
• Classrooms
• Lecturers
• Study Guides
• Time Tables
• Learning materials
• Assessment
• Laboratories
• Libraries
• Computer Support
• Access and Bridging
• Student Counselling
• Workpreparedness Skills
• Guidelines
• Placement Facilitation
• Marketing Co-op. /
Industry
• Learning Programme
• Monitoring / Visitation
• Mentor / Supervision
• Assessment / Evidence
• Evaluation / Credits
• Review / Feedback
LEARNING ENVIRONMENT for WORK-INTEGRATED LEARNING
PARTNERSHIPS - PLACEMENTS - PRACTISE
Academic (Theory) Workplace Learning
Staff
Infrastructure
Funding
12
WIL: WORKPLACE LEARNING
PURPOSE STATEMENT Core Learning
Elements
LEARNER
SUPPORT
FACILITATION
Work
Preparedness
Skills
Assessment
and
Evaluation
Placement
Process
Visitation
and
Monitoring
Learning
Programme
Plan
• LEARNING OUTCOMES
Specific and level descriptors
• ASSESSMENT STANDARDS
Criteria including CCFO’s
Methods
Instruments
• PLAN THE LEARNING EVENTS
Tasks Site Visits
Environment Visiting Lecturers
Lectures Materials
Orals Group Work
• NOTIONAL HOURS
• CREDITS
• QUALITY ASSURANCE REVIEW
Learner Success
Quality Audits
Performance Management
13 13
IMPACT ASSESSMENT
• Student success
• Stats and trends
• Review for improvement
INDUSTRY FEEDBACK
• Student performance • Training relevance • Recommendations
STUDENT FEEDBACK
• Comment on experience
• Highlight benefits
• Recommendations
PLACEMENT PROGRAMME
Build industry relationships
Establish placement options
Short listing/interviews
Company appoints
VISITATION/MONITORING
• Monitor work environment
• Learning progress
• Formative Assessment
ASSESSMENT OF LEARNING
• Submit reports
• Oral sessions
• Projects / Assignments
WORK PREPARATION SKILLS
Explain concepts / Outline
objectives / Skills for work
preparedness
POLICY & GROUND RULES
Formally sets out the policy and
procedures
LEARNING PROGRAMS
Identifies learning outcomes
competencies and assessment
methods
REGISTRATION
Records eligibility and start of
experiential learning in
industry
A QUALITY
ASSURANCE
PROCESS
14
HUMAN RESOURCE STAFFING PROFILES FOR WIL
WIL PRACTIONERS Co-ordinator / Lecturer / Placement Officer / Co-op. Educator
Key Performance Areas
“Quality linked to Performance Management”
1. Marketing and Promotion of WIL and Co-op Education Partnerships
2. Work Preparedness Skills Programme
3. Student Counselling and Support
4. Placement Process Facilitation
5. Curriculum and structure of Work-Placement Programme
6. Monitoring, Visitation and Assessment
7. Evaluation and Impact Assessment
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What is the QCTO ? QUALITY COUNCIL - TRADE AND OCCUPATIONS
The QCTO will manage and coordinate qualifications in the occupational
qualifications framework (OQF). Its scope will be development, provision,
assessment and quality assurance of fit-for-purpose occupational
qualifications and unit standards as required by the labour market for work
and employment purposes.
NATIONAL SKILLS DEVELOPMENT STRATEGY
What is NSDS III ?
The NSDS is the overarching strategic guide for skills development and provides
a framework for the skills development levy resource utilization of institutions as
well as the National Skills Fund. It sets out the linkages with, and responsibilities
of other education and training stakeholders.
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NEW GOVERNANCE STRUCTURES
NQF Level 1
to
NQF Level 10
NQF Level 1
to
NQF Level 9
National
Occupational
Awards NQF
Level 1 to NQF
Level 9
WO
RK
PLA
CES
Foundational
Learning
Competence
(Maths &
Literacy)
Occu
patio
nal Q
ualificatio
ns Fram
ew
ork (O
QF)
National Skills
Certificates
NQF 7
NQF 8
NQF 9
NQF 10
QC
TO
NQF 1
NQF 2
NQF 3
NQF 4
NQF 5
NQF 6
WO
RK
PLA
CES
FET CO
LLEGES
HEQ
CU
MA
LUSI
DOCTORAL DEGREE
MASTERS DEGREE
POST GRADUATE
DIPLOMA
BACHELORS DEGREE
NC(V) L3
NC(V) L2
ABET 4
ABET 1-3
ADVANCED NC(V)
ADVANCED
CERTIFICATE
SCH
OO
LSU
NIV
ERSITIES
NSC
GRADE 12
NSC
GRADE 11
NSC
GRADE 10
GETC
GRADE 9
GRADES
1-8
High
er Edu
cation
Qu
alification
s Frame
wo
rk
(HEQ
F)G
eneral &
Furth
er Edu
cation
Qu
alifiaction
s
Frame
wo
rk (GFEQ
F)
17 9
1
Mechanism for
SKILLS DEVELOPMENT
8 Building
Career Vocational Guidance
7.
Increasing public capacity for
Public Sector Capacity
5. Encourage
WORKPLACE – BASED SKILLS DEVELOPMENT
3Grow Public
FET System
4. Address Low
Numeracy and Literacy
2
Access to
OCCUPATIONAL
PROGRAMMES
6. Training Initiative for
Cooperatives, SMME, NGO and
Community
Partnerships
Employers
Providers
SMME’s
Communities
SETA’s Needs
Targets
Facilitation
Monitoring
and
Evaluation
Assessment
Evaluation
Review
Impact
NSF Funding
Prioritize
Allocation
NSDS111
8 - GOALS
18
18
Work Places
Industry Community Site Visits
Training
Providers UoT
FET
Private
Providers
VOID? Lack of
Capacity
Expertise
Quality
Resources
Funding
Incentives
Sustainability
Support
Infrastructure
Practise
? Partnership
? + Placement
? +
OVERSIGHT STRUCTURES ? ? ?
START > Learner support and development progression until > QUALIFICATION
19
CONCLUSION
some recommendations!
Wider participation required in Curriculum Development and Review
With Institution Providers, Industry, Students and Community
Reflect and agree on Graduate Attributes
Formulate Exit Learning Outcomes & Assessment for the Qualification
Explore possible WIL options and Learning sites integration
Innovative teaching and learning to promote student participation
Integrated assessment & instrument that embed graduate attributes
20
There is ....... nowhere for instructors in tertiary institutes and
colleges to turn if they want to improve their instruction. So,
occupational instructors ( lecturers) are faced with a serious
problem: their teaching is in many ways more difficult than
teaching standard academic subjects, but they appear to have
fewer sources of information and support related to
pedagogical issues.
Grubb, W.N. (2003) The Roles of Tertiary Colleges and Institutes: Trade-offs in
Restructuring Postsecondary Education. Berkeley, U.S.A.
21
“ the magic is not in the taps”
In the words of the Minister Dr Blade Nzimande“...............
we will be actively pursuing collaborative partnerships
between the SETA’s, the NSF, universities – especially
universities of technology and FET’s in order to seek ways
to release funds to grow the skills base.........this move is
set to overhaul the education and training landscape in SA
and we invite the private sector and civil society to actively
participate and join the skills revolution in our country”
22
THANK YOU
23
24
Collate, Interpret,
Analyse, Explore
Co-ordinate, Promote, Implement, Publish, Disseminate, MOU’s, Training, Capacity Building, Marketing, Reporting, Stats
“VOICE”
listen
Industry: Needs
Facilities Mentors Training
Monitoring Feedback
DHET / HESA / CHE / HEQC / SETA’s,
Industry, Stakeholders, Trends
Student: Needs
Development Training Success Careers
Placement Alumni
Tracking Feedback
listen
25
Students
Academic Institutions
• Commerce • Industry • Government • Community
QCTO NSF
SETA Centre’s
of Excellence
OVERSIGHT STRUCTURES
SASCE !!
Intelligence Hub Advocacy and Policy Development
Research and Development Professional Development of WIL
Industry Placements
Workplace Approval
Monitoring and Visitation
Sharing of Best Practice
Capacity Development
Conferences National and International
Learner Support
Career Guidance & Management
26
SASCE - New Structure
SASCE BOARD
AND EXCO
President
Vice-President
Secretary
Treasurer
Past President
Regional Conveners
Industry Stakeholders
REGIONAL BRANCHES
CONVENER & TASK TEAMS
Intelligence Hub Advocacy and Policy Development
Research and Development Professional Development of Co-op
SASCE
NATIONAL OFFICE
OPERATIONS
Executive Officer CEO
Administrator
WIL Students
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