2011 SATN Conference

1. 2011 SATN Conference Topic: Redefining Work-Integrated Learning in Universities of Technology (UoTs)

2. Background • Democratisation of South Africa • Unprecedented changes in education • Transformation of the HE landscape • Abolishment of the binary between universities and technikons • Mergers and incorporation processes • Establishment of universities of technology

3. Dominant Discourses about UoTs • They are seen to be better placed to respond to demands of employers; therefore, make students more skilled, competent and employable • They provide technical and professional education; focusing mainly on the application of knowledge for specific careers and professions • The provide constant upgrading through short courses, taking institutions to industry and liaising with employers to ensure that graduates remain relevant

4. Purposes of UoTs • To produce knowledgeable professionals, thus oriented more to the demands of the workplace • To incorporate both knowledge and practice and thrive on a strong knowledge-practice relation • To pro-actively respond to the demands of the workplace as the labour market continue to diversify

5. UoT Graduates • They have to be familiar with the world of work before they are offered employment • They should be more skilled, competent and employable • They have to be more relevant to the demands of industry and be able to adapt as these diversify • They must provide the means to reason about new trial solutions that are not dependent on context for meaning

6. Source of Knowledge for UoTs • UoTs do not draw directly on disciplines but mainly on regionalised knowledge and the occupations and professions that they serve • UoT curriculum decision-making is a complex exercise; dual purpose • Knowledge boundaries are not very strong • External interference is very strong

7. Work Integrated Learning • WIL is an integral part of UoT curriculum and pedagogy • It represent the practical component of the knowledge-practice relation; a form of practice therefore cannot generate knowledge • It is a reflective link between knowledge and practice • It is not just practical in a workshop, laboratory and/or simulated workplace or time spent in the workplace

8. Distinctive UoT Curriculum • Has to include WIL as an integral part • Has to be based on a common philosophy that guides curriculum decision-making • Requires a deeper understanding of regionalisation of knowledge and associated challenges • Needs to be insulated from external forces • The approach to the WIL component of curriculum needs to be consciously decided upon

9. Curriculum and Pedagogy Curriculum: A shared set of ideas and principles which provide a bases for ongoing debates and discussion Pedagogy: The profession and science of teaching and educational methods

10. Policy Regime • Existing policies offer little to understand curriculum and pedagogical discourses and practices • At best the HEQF seems to guide institutions when they develop their programme qualification mix (PQM) • Furthermore, policies do not assist in distinguishing between WIL and related aspects of curriculum development and pedagogy

11. Arguments about WIL … • It should first be an integral part of curriculum and a pedagogic issue thereafter; a form of practice in the knowledge-practice relation • It represents re-contexualised aspect of specialised knowledge in curriculum • It should equally draw knowledge from disciplines

12. Arguments about WIL 4. WIL is an example of re-contextualising conceptual knowledge into procedural knowledge 5. Currently, WIL does not seem to be considered a curriculum issue and it does not seem to be consistently incorporated into curriculum and pedagogy 6. Demonstration of adequate understanding of re-contextualisation of knowledge from regions that WIL draws on is also not evident

13. Recommendations … • A common knowledge-based approach to curricula with WIL as an integral part that clearly represent the practice component of the knowledge-practice relation • A WIL approach that transcends specific context for WIL to be a criteria of quality that ensures the durability of all offerings and a distinguishing feature of UoTs

14. Recommendations … • The notion of conceptual and contextual approaches to understand WIL in UoTs • The notion of re-contextualisation of knowledge to provide guidelines towards a strategy for UoTs to place WIL in a position that can add value to the university-industry relationship including those offerings that generally do not have a strong knowledge base

15. Recommendations • Draw on specialist knowledge and occupational and professional fields; incorporating knowledge and practice • Be relevant to the occupations and professions they serve • Pro-actively respond to the demands of the workplace as the labour market changes

16. Conclusion • WIL has potential to improve the complex knowledge-practice relation and to facilitate life-long learning • It can define the distinctiveness of UoTs and inform the criteria of quality for this university type • It can instill the ability to think virtually rather than mechanically performing previously-rehearsed routines • Robust debates, consultations and position papers towards a strategy are recommended

17. Thank you Contact details Ms GM Bohloko Deputy Registrar: Academic Administration Tel.: 051 – 507 3711 E-mail: gbohloko@cut.ac.za www.cut.ac.za | Bloemfontein (051) 507 3911 | Welkom (057) 910 3500