Enablers of work-integrated learning in technical vocational education and training teacher education

Abstract

The demand for relevant skills for the labor market constitutes one of the fundamental challenges facing the post-school system in South Africa. The South African government has therefore proposed a policy on professional development teacher education programs for Technical and Vocational Education and Training and the South African Department of Higher Education and Training lecturers to ensure that they understand the labor market demands and are able to produce graduates who meet these demands. This study examines factors that enable the successful integration of industry-based work-integrated learning (WIL) in professional development teacher education programs for TVET lecturers. The enabling factors were obtained from 28 academic staff in 14 South African universities responsible for developing WIL curricula in TVET teacher education programs. Some of the enabling factors that were considered when integrating WIL in TVET teacher education include higher education providers, students, industry, mentorship, the varied programs and learning outcomes as well as the community. © 2019 International Journal of Work-Integrated Learning. All rights reserved.

Keywords

Author Keywords

work-integrated learning Professional Development Industry-based WIL Stakeholder needs TVET teacher education

Index Keywords

Author Affiliations

Cape Peninsula University of Technology, Bellville, South Africa

Funding & Acknowledgements

Cape Peninsula University of Technology, CPUT

This paper has been developed through the Teaching and Learning Development Capacity Improvement Program, which is being implemented through a partnership between the South African Department of Higher Education and Training and the European Union, coordinated by the Cape Peninsula University of Technology. This work was presented at the 3rd International Research Symposium of World Association for Cooperative Education (WACE) in Stuttgart, Germany, in June 2018.

European Commission, EC

This paper has been developed through the Teaching and Learning Development Capacity Improvement Program, which is being implemented through a partnership between the South African Department of Higher Education and Training and the European Union, coordinated by the Cape Peninsula University of Technology. This work was presented at the 3rd International Research Symposium of World Association for Cooperative Education (WACE) in Stuttgart, Germany, in June 2018.

References 10 References

1 Asia Pacific Journal of Cooperative Education, (2006)

2 Baldwin, Claudia L., Growing Future Planners: A Framework for Integrating Experiential Learning into Tertiary Planning Programs, Journal of Planning Education and Research, 37, 1, pp. 43-55, (2017)

3 South African Journal of Childhood Education, (2017)

4 Work Integrated Learning Good Practice Guide, (2011)

5 Vocational Education and Training in Sub Saharan Africa Current Situation and Development, (2017)

6 Learning by Expanding an Activity Theoretical Approach to Developmental Research, (1987)

7 Perspectives on Activity Theory, (1999)

8 Journal of Education and Work, (2001)

9 OECD Reviews of Vocational Education and Training, (2013)

10 Grollmann, Philipp, The quality of vocational teachers: Teacher education, institutional roles and professional reality, European Educational Research Journal, 7, 4, pp. 535-547, (2008)

Enablers of work-integrated learning in technical vocational education and training teacher education

How to Cite