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Assessing the impact of work integrated learning and its practices on the education of engineering technicians and technologists in relation to the Higher Education Qualification Sub-Framework (HEQSF) document in South AfricaSamadi, Fereshteh Rouhani 09 1900 (has links)
Work integrated learning (WIL) for the training of engineering technicians and technologists combines the theoretical learning of the fundamentals with their practical application in a real-world situation and environment. The activities in WIL are intended to provide students with specific learning outcomes in each engineering field of study, as well as with the general skills that are necessary for engineers in any field. The WIL learning outcomes are very specific and provide the student with the opportunity to practise and apply the fundamentals in an actual workplace.
WIL includes various modalities such as problem-based learning, project-based learning and workplace learning. In this thesis, work integrated learning is referred to specifically as a period of work placement for engineering students. The other modalities of learning are usually included in all engineering qualifications.
Thirty percent of the curriculum for the National Diploma engineering qualification in South Africa consists of work integrated learning, which translates into approximately 120 credits. WIL provides a valuable context for learning. However, there has been debate about the offering, placement, quality and supervision of it. This thesis investigates the various factors that may affect the offering of this component of learning in addition to ascertaining the importance of WIL in the training of technicians and technologists. This research comprises a survey conducted among engineering students as well as interviews with lecturers and supervisors directly involved in the implementation of the WIL component. The study investigates the format of WIL and its duration, the presence or absence of supervisors, mentors, a syllabus and clear guidance within the context of the Higher Education Qualification Frameworks. Quantitative data was collected from Engineering National Diploma and B-Tech students in two universities in Gauteng and then captured and processed. Statistical analysis such as factor analysis, analysis of variance, Cronbach’s Alpha coefficient, Pearson chi-squared, the Bartlet test and others were carried out, using various standard tests. The study reveals the extent to which both students and lecturers appreciate WIL. The study also offers recommendations for the unique and on-going collaboration between industry and academic institutions for the purpose of the training of future technicians. In addition, it provides reasons for the possibility of a shorter work placement period provided certain preparations are made by the universities prior to placement. It highlights the need for clarity on the responsibilities of the role players involved and on assessment methods, and for the provision of a more specific, yet flexible, curriculum, while also recommending regular reflection on this component of learning. All of these points are discussed within the context of the Higher Education Qualification Framework in South Africa. This framework recommends that higher education institutions accept responsibility for WIL placement and for ensuring that programmes are properly structured and supervised. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Technology Education))
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A work-integrated learning mentorship model for nature conservation at an open distance learning university in South AfricaWilson, Graeme Austin 01 1900 (has links)
In this dissertation of limited scope, the phenomenon of providing effective workintegrated
learning mentorship to nature conservation undergraduate students is
explored, specifically to determine if mobile technology can be offered as an
alternative or supplementary mentoring strategy for an Open Distance Learning
university.
Mentoring of work-integrated learning undergraduate students is an integral
component of the Nature Conservation Diploma offered by the University of South
Africa. The prerequisite mentoring of students is not consistent across all required
sector-based placements and this could be construed as being unjust and
discriminatory. This possible negative perception has motivated this investigation into
work-integrated learning mentorship approaches within the Nature Conservation
Diploma. This exploratory case study provides insights into and lays a foundation for
the development of a supplementary mentorship provision strategy, for students who
find it difficult to secure mentorship opportunities.
Applying a social learning and integration perspective, three cohorts of undergraduate
nature conservation work-integrated learning students participated in this study. This
qualitative exploratory case study focused on the interaction and subsequent results
achieved by students, through engaging with one of three different mentorship
methods available to students at the University of South Africa. The three methods
were: face-to-face mentoring by an academic, digital mentoring provided by means of
a mobile phone application and sector-based mentoring. The latter method represents
the current mentorship provision status quo for all nature conservation work-integrated
learning diploma students.
The findings reveal that the three mentoring methods are effective in supporting workintegrated
learning students. The students indicated their preference for mentorship
provided by the University of South Africa, over that of the sector-based mentors. No
significant difference between the two university-provided methods of mentorship was
found. This study recommends that the University continue with its development of the
digital mentor option, to function as a fully functioning supplementary mentor. / Curriculum and Instructional Studies / M. Ed. (Open and Distance Learning)
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Self-constructing a career : reflection following career adaptability as instructional scaffoldAlgra, Marlene 01 1900 (has links)
South African learners transitioning into the world of work are currently lacking
adequate career education in schools. It is well documented that preparedness for the
world of work sets learners in a locus of control.
The main aim of this case study was to interpret learners’ reflections of selfconstructing
a career with the psychosocial construct of career adaptability as an
instructional scaffold. The study leaned on the life design for career construction
theory, a combination of the career construction theory of Savickas, and the selfconstruction
theory of Guichard. I utilised interpretivism as a research paradigm and
a single case study design. Following purposeful convenience sampling, sixteen
Grade 11 learners in a South African public school participated in Phase 1: a workshop
comprising five sessions. Phase 2 consisted of a focus group interview with eight
learners selected from the original group on their level of contribution and commitment.
Data collection included group reflection, reflective writing, observation, researcher
reflective field notes, and a focus group interview.
Six themes emerged from the thematic analysis of the data. Learners successfully
initiated career planning activities by reflecting on the career adaptability construct.
The research results suggest a need for an alternative approach in the manner career
education is presented in schools. This study hopes to provide insight into career selfconstruction
initiatives learners employ when using the career adaptability construct
as an instructional scaffold. / Psychology of Education / M. Ed. (Psychology of Education)
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The development of job-related education and training in Soweto, 1940-1990Kelm, Erwin 11 1900 (has links)
The dissertation analyses job-related education, training
and development in Soweto since 1940. The effect which the
interference of the National Party government had on jobrelated
education for black South Africans in Soweto is
examined, as it is of importance to know that qualifiers
were only permitted to operate as trades people in the
bantustans and not in the "white" cities.
It is discussed that prior to the assassination of prime
minister Dr H F Verwoerd in 1966, the NP government had
little interest in promoting urban black upliftment. Also
mentioned is the economic situation at that time, which
forced the N P government to introduce the Manpower
Training Act, permitting Africans to qualify in trades
which were until 1981 reserved for whites only.
At the eentre of the discussion are the few Sowetan
colleges which deal with job-related education. training
and development in the African township. Despite the
demand for skills training of black South Africans,
training deteriorated and the dissertation investigates
the reasons surrounding the loss of interest in the
communities and why interest groups were no longer
concerned about this type of training.
The dissertation concludes with a possible future
perspective which needs to be implemented to enable
job-related education, training and development in Soweto
to expand. The need to train Sowetans in their own
colleges as opposed to colleges outside Soweto is
examined. / History / M.A. (History)
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The development of job-related education and training in Soweto, 1940-1990Kelm, Erwin 11 1900 (has links)
The dissertation analyses job-related education, training
and development in Soweto since 1940. The effect which the
interference of the National Party government had on jobrelated
education for black South Africans in Soweto is
examined, as it is of importance to know that qualifiers
were only permitted to operate as trades people in the
bantustans and not in the "white" cities.
It is discussed that prior to the assassination of prime
minister Dr H F Verwoerd in 1966, the NP government had
little interest in promoting urban black upliftment. Also
mentioned is the economic situation at that time, which
forced the N P government to introduce the Manpower
Training Act, permitting Africans to qualify in trades
which were until 1981 reserved for whites only.
At the eentre of the discussion are the few Sowetan
colleges which deal with job-related education. training
and development in the African township. Despite the
demand for skills training of black South Africans,
training deteriorated and the dissertation investigates
the reasons surrounding the loss of interest in the
communities and why interest groups were no longer
concerned about this type of training.
The dissertation concludes with a possible future
perspective which needs to be implemented to enable
job-related education, training and development in Soweto
to expand. The need to train Sowetans in their own
colleges as opposed to colleges outside Soweto is
examined. / History / M.A. (History)
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