1. Swiss South African Cooperation Initiative EDUCATION FOR EMPLOYABILITY
WIL for TVET colleges

2. CONTENT OF PRESENTATION
Understanding WIL
Current situation
Implementing WIL
Key challenges and how to succeed

3. UNDERSTANDING WIL

4. DEFINING WIL AND WBE WIL Work integrated learning
A purposefully-designed programme that integrates theory and authentic practice in a workplace
Applicable to vocational, occupational and professional programmes
Develops applied competence and employability
WBE
Workplace-based experience
An approach to WIL
A short period of learning and experience in a ‘real world’ workplace (5-15 days)
Part of an institution-based programme
Key feature: student does authentic work and does not merely observe others at work

5. OTHER TYPES OF WIL IN TVET COLLEGESWE
Work exposure
Visits to or short periods of observation in real workplaces
To understand work tasks, processes, systems and technology in context of application
Internship
A substantial period (6-18 months) of authentic work experience to develop competence
Usually part of a programme but can be stand alone
Learnership
Umbrella term for any type of occupational programme including apprenticeship
A type of WIL programme as includes structured workplace learning
Apprenticeship
A type of WIL programme that relates exclusively to artisan trades and culminated in a trade test

6. WHAT ARE THE BENEFITS OF WIL
Students
Educational – applied knowledge and skills, better career understanding and better student
Employability – understanding of world of work, work experience and soft skills
Opens door to employment
Employers
Source of employees – reduces recruitment costs
Extra ‘hands’ during placement
Supports internal staff development
Knowledge of college and chance to influence curriculum
Colleges
Increases alignment of programmes with industry
Improves student pass and throughput rates
Enhances college reputation
Additional material and human resources from industry links

7. 2. CURRENT SITUATION

8. WIL IN THE CURRICULUM SOME ISSUES
On-course (students)
Part of qualification
Workplace learning requirements formally specified
Links to theory and practical at college
Evidence required
Assessed
Credits
Post-course (graduates)
Not part of qualification
Workplace learning requirements open rather than specified
Links to college theory and practice not direct
Evidence not required
Not assessed
No credits VS

9. CURRENT SITUATION WIL in college programmes
WIL is a key performance area for colleges
WIL integrated part of learnerships and apprenticeships
Status of WIL in NC(V)
Not required to graduate but colleges required to provide
Status of WIL in NATED
18-24 month WIL internship required for N6 students to graduate with a national diploma
Workplace component currently not fully specified for NC(V) or NATED
WIL is a key performance area for colleges
Status of WIL in NC(V)
Not required to graduate but colleges expected to provide
Colleges providing WBE on small but growing scale
Status of WIL in NATED
18-24 month WIL internship required for N6 students to graduate with a national diploma
Some colleges starting to provide WBE for N students
Workplace component for NC(V) or NATED currently not fully specified
WIL integrated part of learnerships and apprenticeships

10. CURRENT SITUATION WIL implementation by college
48 colleges trained to implement WBE by SSACI
WBE being implemented in most NC(V) programmes
Some colleges providing WBE for N students
Scale of implementation varies from college to college
JET closely supporting E Cape and Limpopo colleges
15 colleges implementing WBE at part of ICASS in NC(V) business programmes
Some support for N6 students to get internships so can obtain national diplomas from colleges and DHET
SSACI materials available to support implementation
WBE implementation manual
NC(V) WBE logbooks / task books
Developing N6 task book

11. CURRENT SITUATION WIL in broader context
Greater focus in policy and legislation
WIL in DHET structure
Colleges required to report on placement of students in WBE, internships, learnerships, apprenticeships and work
WIL included in college structure
WIL framework of TVET colleges

12. 3. IMPLEMENTING WIL

13. MANAGING WIL IMPLEMENTATION KEY ELEMENTS TO MANAGE
Recruit host employers
Prepare employers to host students
Build and manage employer relationships
Keep up-to-date employer records
Managing the employer side of WIL
Brief students on WIL requirements and their responsibilities
Prepare students to actively engage in WIL and complete their task books
Monitor students during their WIL placement
Managing the student side of WIL
Plan for inclusion in curriculum delivery
Access or develop material required
Involve lecturers and expose them to workplaces
Carry out assessment as required
Integrate workplace component into teaching
Managing the curriculum side of WIL

14. IMPLEMENTING WIL THE WIL CYCLE
Phase 2:
Preparation
Phase 3:
Placement
Phase 4:
Post-placement
Phase 1: Planning
WIL cycle

15. 4. KEY CHALLENGES AND HOW TO SUCCEED

16. KEY CHALLENGES Securing placements with employers
Number of students requiring placements and burden on employers
Recruiting host employers
Building and maintaining strong WIL partnerships
College capacity to manage
Structure and functioning
Dedicated WIL / placement staff
Participation of academic staff
Funding

17. HOW TO SUCCEED Institutionalise WIL Appoint dedicated staff
In college structure, policy and system
In timetable
Appoint dedicated staff
WIL / placement manager
WIL / placement officers per campus
Strong focus on employers
Recruitment
Preparation and support of employers
Building partnerships
Thorough preparation of students
Involvement of academic staff
Supplement funding through SETA system and other sources

18. WIL GUIDING PRINCIPLES1
It is part of the core business of colleges to incorporate WIL into their curricula 2
Planning and implementation of the workplace component must be done systematically and institutionalised in the college 3
The WIL workplace component must be located in suitable workplaces 4
Colleges are responsible for securing WIL placements for students 5
WIL depends on continued involvement and support of employers – address employer skills needs and operational requirements 6
The workplace component more beneficial if student spends enough time in workplace to engage in meaningful work 7
WIL requires good preparation of students and employers 8
Students need to be mentored during WIL placements so problems are resolved quickly and opportunities for learning exploited