Published Article / Work-Integrated Learning (WIL) is a form of Experiential Learning (EL) which implies learning by experience. This article represents the findings of a study regarding the roles of WIL and how such roles can be quantified when measured against the achievement of Critical Cross-Field Outcomes (CCFOs). The study was based on an empirical mixed-method triangulation, which allowed the researchers to use both qualitative and quantitative methods to address the research problem. The sample size is 35, constituting the third and fourth-year groups in the Hospitality Management programme at a higher education institution in South Africa. The results of the quantitative study indicate that the students have identified various roles for WIL whereas the quantitative investigation revealed that students are of the opinion that WIL contributes significantly towards the achievement of CCFOs. WIL therefore contributes to skills development in general and to the attainment of skills and attributes as represented by the CCFOs in particular. Recommendations regarding the implications of the study are made for curriculation purposes as well as for credit values to be attached to WIL.

The purpose of this study was to explore the extent to which teaching strategies for theory content were utilised by nurse educators at a nursing college in Gauteng to determine whether these strategies complied with an outcomes- and problem-based nursing education programme and, if problems were identified, to make suggestions with regard to the appropriate teaching strategies. The aim of the study was to investigate what teaching strategies nurse educators utilised at a nursing college in Gauteng where an outcomes-based (OBE) and problem-based (PBL) nursing education programme was implemented. Teaching strategies used in the OBE approach are different from the traditional approach and nurse educators must master facilitation skills and guide learning of nursing students towards the attainment of outcomes, including critical cross-field outcomes such as problem-solving skills and critical thinking skills. Critical cross-field outcomes are essential life skills that learners should possess by the end of a specific course. A quantitative, non-experimental descriptive survey was used to explore the extent to which teaching strategies for theory content utilised by nurse educators at a nursing college in Gauteng, fit within an OBE and PBL nursing curriculum. Data from the study showed that educational facilities not accessible to students, were also not available to the students. These included the following: <li>Computer lab</li> <li>Internet</li> <li>Video conferences</li> <li>Teaching CD discs</li> It was also evident from the data collected that the respondents felt that library facilities were only available at another institution. From the literature studied on OBE and PBL, it became clear that, for the successful implementation thereof, students require access to computers and the Internet and these facilities should be made available to students to encourage and enhance self-directed learning, as it is an important component of PBL. The data collected clearly revealed that formal lectures were still very much utilised by nurse educators as a teaching strategy. This is a matter of great concern since formal lectures are of less importance in an OBE approach to learning. The data also indicated that nurse educators did not utilise research articles, which is again an essential part of OBE and PBL. On the other hand, the data were reassuring as it indicated that nurse educators utilised group discussions, small group activities and self-directed learning - all teaching strategies essential for OBE and PBL. Nurse educators indicated that a lack of training and in-service training were reasons why they felt only moderately competent in utilising OBE and PBL teaching strategies. Some also felt only moderately competent due to the lack of facilities, resources and support. Certain teaching strategies, such as PBL strategies, enhance critical thinking skills and assist in developing the learner’s decision-making skills. Therefore, it is important for nurse educators to make use of OBE and PBL teaching methods when facilitating learning. The South African Nursing Council [(SANC) 1993] states that “the purpose of nursing education is to develop the learner on a personal and professional level to become an independent, knowledgeable, safe practitioner with analytical and critical thinking skills”. Copyright / Dissertation (MCur)--University of Pretoria, 2009. / Nursing Science / unrestricted

This research study is a concept analysis of the Critical Cross-Field Outcomes (CCFOs). Legislation and related documentation such as SAQA Bulletins, respective Acts, and position papers of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF) describe the CCFOs as one of the transformational tools utilised by the SAQA to ensure access, portability and lifelong learning. CCFOs express the intended results of education and training and underpin all learning processes, thus enhancing the learning process and contributing to the full development of an individual. CCFOs are generic and cross-curricular, they are not restricted to any specific learning context, but inform the formulation of specific outcomes in the individual areas of learning for all learners at all levels on the NQF. CCFOs should direct education, training and development practices, as well as the design and implementation of learning programmes. Learning materials should also be designed and utilised accordingly. Critical Cross-Field Outcomes are also referred to as soft competencies, personal competencies, thinking competencies and life competencies, which are the abilities that people need to be active, responsible and successful members of society. They provide the means to build a career and make the person more effective in executing a job. CCFOs should be developed during learning processes so that learners are able to deploy them when achieving work-related outcomes. Knowledge is of little value if it cannot be utilised in new situations or in a form very different from that in which it was originally encountered. Although knowledge is a necessary requirement in education, training and development, it is not sufficient for becoming an expert. What is needed is some evidence that the learners can do something with their knowledge, which implies that they can apply what they know to new situations and problems. The CCFOs are tools that the learner or facilitator can utilise to access knowledge and to develop new knowledge of purposeful objectives. The outcome of this research is a categorisation of underpinning competencies related to the CCFO statements that facilitators, proposers of qualifications, service providers and Education and Training Quality Assurance (ETQA) Managers can use to incorporate the CCFOs in the education, training and development initiatives. These competencies also serve as the starting point for the outcomes-based principle of designing back. These competencies can also be utilized as a benchmark for conducting competencies audits on the CCFOs. Selected competencies are to be implemented at all levels of the NQF in all the fields as identified by SAQA. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The main objective of the research is to analyze critically how the curriculum at a Community College in the Western Cape prepares young adults for the world of work in the fields of Travel and Tourism and Small Medium and Micro Enterprise (SMME) and develops their capabilities to become functioning members in society. I was guided by concepts such as knowledge and skills necessary to enhance employability as well as people‟s wellbeing and capability development. The data was gathered through interviews and analysis of national and institutional policy documents. The analysis of documents helped me to understand the curriculum‟s orientation to the world of work and its responsiveness to personal and social needs of young adults. The interview data helped me to reflect on the main research question, “What are the perspectives of academic staff, industry/sector representatives and young adults themselves on the knowledge and skills needed in the curriculum to prepare young adults for the world of work?” My research shows that the curriculum of the ABET Level 4 programme has become more vocationally oriented. It prepares students for the world of work in a general way; but there are some limitations. There is no practical work experience or work exposure as in the curricula of programmes at TVET colleges and universities. The research also found that the formal curriculum in combination with the extra-curricular activities had benefits for students in terms of personal development and equipping them to function better in their social environments. However, offering these activities depends on efforts made by lecturers over and above their normal duties and on donations from various sources. Extending or sustaining this combination of activities requires adequate staffing and resources. Finally the research highlighted various barriers students encountered and suggested that many of these barriers arise from structural constraints in the world of work and society. The research suggests that it is necessary but not sufficient to focus on the employability of young people and to equip them with knowledge and skills to prepare them for the world of work; it is also necessary to look beyond employability and consider the wellbeing of students (Powell, 2012; Jackson, 2005; Baatjes and Baatjes, 2008; Ngcwangu, 2019; Motala and Pampallis, 2007). Therefore my research suggests that education should not have a narrow focus and that the curriculum should integrate vocational and general education (Young, 1999). Furthermore, there should be a holistic approach in the curriculum which responds to multiple objectives including preparation for work and for functioning effectively in other areas of one‟s life. This implies that the curriculum should prepare students for the world of work AND take into account their well-being, dreams and aspirations for a better life.

The objective of the research was to investigate an improvement in job performance when role-play is used as a training and assessment tool in a sales call centre environment. The research was conducted by means of a competence assessment used at different stages (Quality Assurance Performance Management Questionnaire). The final stage was two weeks after the learners who had qualified to be sales agents had entered a real working environment. At this final stage, calls were retrieved and rated against the Quality Assurance Performance Management Questionnaire (QAPMQ). A sample of 40 novice sales agents (learners) were selected and randomly divided into the control and experimental groups. The research findings indicated that if planned well, role-play can be an effective training and assessment tool. / Industrial & Organisational Psychology / M.Comm. (Industrial & Organisational Psychology)

The objective of the research was to investigate an improvement in job performance when role-play is used as a training and assessment tool in a sales call centre environment. The research was conducted by means of a competence assessment used at different stages (Quality Assurance Performance Management Questionnaire). The final stage was two weeks after the learners who had qualified to be sales agents had entered a real working environment. At this final stage, calls were retrieved and rated against the Quality Assurance Performance Management Questionnaire (QAPMQ). A sample of 40 novice sales agents (learners) were selected and randomly divided into the control and experimental groups. The research findings indicated that if planned well, role-play can be an effective training and assessment tool. / Industrial and Organisational Psychology / M.Comm. (Industrial & Organisational Psychology)