2nd International Conference on TVETMay 13-15, 2015, Jamaica

DEVELOPING A MODEL FOR THE INTEGRATION OF WIL, TVET COLLEGES OF SOUTH AFRICA

T.M MAFARALALA

INTRODUCTION

In this study, the researcher was concerned about the manner in which Work Integrated Learning (WIL) is addressed in the public Technical and Vocational Education and Training (TVET) Colleges of South Africa and the impact it has on students’ graduateness, progression and employability, particularly those registered in the Nated programmes offered in the Department of Business Studies.

The researcher gives a brief overview regarding the integration of WIL into the college curricular and his motivation to carry out this particular study.

The research problem and sub-problems were identified, the main aim of the study articulated, and the specific objectives indicated. Finally, the significance of the study is stated, and the research methodology explained

PROBLEM STATEMENT

It appears that most of the South African TVET Colleges consider WPL as the only model for the integration of WIL (Karen & Kraak 2008:262) and that the responsibilities for such placements are left to the students themselves without any support from colleges.  

The lack of placements for students in the workplaces could be perpetuated by the rate of unemployment in the country.

It was found that from the second Quarter of 2013 the official unemployment rate of South Africa was 25.6 per cent. Among university graduates, the unemployment rate was 5.2 per cent, while the rate for others with a post school education was 12.6 per cent (DHET 2013, par 4).

The migration of students from the rural communities into the urban areas seems to be the resultant of the current mix of programmes

and or qualifications, often poorly quality-assured (Karen & Kraak 2008:257).

METHOD

A qualitative approach was used, the approach helped to investigate the new models to be adopted for the effective integration of WIL into the curricula of Departments of Business Studies.

The most fundamental characteristic of qualitative research is the express commitment to viewing events, action, norms, values and so on, from the perspective of the people who are being studied (Silverman, 1997:64).

It uses specific instances or occurrences to draw conclusions about entire classes of objects or events. In other words, they observe a sample and then draw conclusions about the population from which the sample comes (Leedy & Ormrod, 2005:32).

THEORATICAL FRAMEWORK

Constructivism, interpretivism and critical theories were used to investigate the models implemented for the integration of WIL in the colleges, their effectiveness as well as the newly proposed ones.

Constructivism was used to get the full participation of the participants, their openness and active involvement;

Critical theory helped to study and analyse the policy documents for the integration of WIL, their impact on students’ graduateness, progression and employability.

Interpretivism was used to get the understanding of the participants by interpreting their feelings, emotions, and so forth.

Sample

Although WIL is being practiced in all 50 TVET Colleges in the nine provinces of South Africa, only five colleges within the four provinces were selected for the purpose of the cost effectiveness and the manageability of data. Provinces were selected according to their typicality of students migrating into other provinces (deviant case study) whereas the colleges, department (s), and programmes were also selected according to their typicality (rural versus urban colleges) and the interest of the researcher (purposive sampling).

In the light of the above participants observations, semi-structured and focus group interviews were used to get the depth and intensive information from the participants (176).

Data Collection

The researcher visited the selected colleges, employers and the relevant departments where data concerning the study was obtained.

Short message services such as Whatsaap, Facebook and telephone were used to trace and interview the participants that could not be physically reached.

Devices such as tape recording, video and camera were used to capture data and the observable nonverbal behaviors.

The researcher prepared an interview guide, leading to possible questions, follow-up questions and probes particularly and to a larger extent, to investigate the participants’ views, perceptions, feelings and emotions regarding models used for the integration of WIL, their relevance, authenticity and effectiveness.

Literature review was used to investigate the different models for the integration of WIL curricular;

literature study was used to determine the available laws and policies on the mandate for the integration of WIL, particularly for the TVET colleges.

Focus groups were used for the group of students in the selected colleges and those in the workplaces.

Instruments

Permission was requested to do interviews with HODs, N6 students and WIL Facilitators and other relevant parties.

The analysis of relevant documents such as policies on WIL, WIL models and so forth were also done. The interview guide was appended.

Focus group interview guide were also used but followed up through the semi-structured interviews (individual).

Consent letter from the students were securely held on file and available on request to examiners.

Data Analysis

Information captured by means of tapes, video and camera (interviews) was played and transcribed, notes on non-verbal behavior (observations) were typed and analyzed.

Transcripts, conversations and video tapes were studied in detail in order to understand the interaction in its real context and to draw the conclusions (generalize) about the entire population.

The results of this study were therefore presented as narratives. Pictures and videos captured were thoroughly observed and analysed.

Literature review was done to point out ways in which the researcher’s study is similar to or different from other studies previously conducted.

The resultsWhat is the current law mandate and policy framework for the integration of WIL in the

college curricula?

 CM: “Students are expected to attend theory classes until they complete the N6, which then allows them to go and work for a period not less than 18 months for them to be able to graduate for the National Diplomas”

What are the stakeholders perceptions regarding the integration of WIL?

St/O: “The College is doing less to assist us to be placed, we try our level best but still we don’t find any jobs”

“We register for the full course but end up with half qualifications”;

“I feel the college should stop admitting students if they can’t secure their places for doing the practical first”

St/R: “Being a student in the rural villages is always a problem, it doesn’t matter what institution you attend, there is no way you can find employment in our area”;

“Rural education will continue to discriminate you even in the years to come, as long as your qualification shows the locality of the institution, people just thin you cannot cope in this

digital era, where technology is the food of the day”;

What are the obstacles for the effective integration of WIL in the Departments of Business Studies?

CM: “Due to some financial constraints and staffing challenges, we are not yet in a position to can send our personnel to can travel around the industries checking up with our students”

“Our lecturers have too much workload enough to do, but as for the supervision of students on the WIL programmes, we wish but we are not capacitated to do so”;

St/O: “It is difficult for us to be absorbed in the industries bearing in mind we are competing with students from the varsities who actual get more recognised than ourselves”

“If colleges could solve this problem of lack of placements for students, many students can look up at TVET colleges as a better place for studies”

How effective are the current models for integrating WIL and how do they

impact on students’?

St/O: “if we fail to get temporary jobs for WIL, we completely get stuck because we cannot graduate, take some advance courses without having completed the initial diploma and that we also do not get easily employed due to the fact our qualifications are incomplete.

How often do you interact with industries taking your students for practical?

CM: “I don’t know when last did I visit the industry to negotiate for the placement of students”;

“We don’t normal communicate, although we are planning to revive our relationships”

CW: “I am not even sure about the number of students that were placed; the same applies to those still looking for placement”;

What model can be used and or developed to ensure the effective integration of WIL into the curricula, Departments of Business Studies in particular?

St: “Whatever model that could be designed, it must not affect students who are competent in doing their work”

“The college should ensure that they do not delay students due to lack of placements and or one part of the course been incomplete”

“A good model will be developed in consultation with the employers and students must only be registered if the college secured their places for practice first”

Ethical Issues and Trustworthiness

The researcher approached the management of the college to ask for permission to conduct the research in their institution.

The permission was granted and conducted with consideration of the views and advice from the management of the college. Reliability and validity were ensured by means of triangulation (observations, interviews and literature study).

Validity and reliability were ensured by means of a triangulation of data. The researcher made use of a tape recorder, camera and or video camera to record and capture some of the events(movements, gestures, pictures and the like), which could add value to this study.

The Discussions

The research gave rise to findings from the respondents’ views, which were made available in the form of eight major themes, namely: Curricular modalities for the integration of WIL; The complexities of WPL in achieving the WIL mandate; the complexities of WIL for college students in the rural areas; the impact of WIL on students’ graduateness, progression and employability; the lack of synergistic inclusive and transformative college leadership; the lack of effective collaborations and communications between colleges and the employment sector; the lack of learner support for the effective integration of WIL; the development of a responsive college curricular.

Curricular modalities for the integration of WIL

It was found that most of the colleges adopted Work placement (WPL) as the only model for the integration of WIL.

This goes against the notion of Patrick et al, (2009:9) and CHE, (2011:4) indicating there are several innovative curricular modalities that enhance student learning to achieve the objectives for WIL: Work Directed Learning (WDTL); Problem-Based Learning (PBL), Project-Based Learning (PJBL), Workplace Learning (WPL) and so forth.

Illeris, (2011:41) upholds that learning requires a holistic sense of individual competency, development, or the generation of relevant functionality, sensitivity and sociality.

Holton, (1998:115) brings that colleges should implement senior transition programs such as: senior seminars and capstones, a variety of programs, and celebratory events for senior students

The complexities of WPL in achieving the WIL mandate

It was found that that some of the students got jobs not relevant to their careers whereas others did not receive any supervision or mentorship from the college staff including the industry supervision; they were left in the dark.

This goes with the notion of Brewer and Mutasa (2006:34) enlightening there is a need for a more rigorous assessment of employer organizations prior to allocating students to such places and that colleges should provide supportive learning environments where students have access to academic or teaching support throughout their WIL course (Smith & Worsfold, 2013:11).

 Hu, Abadeer, and Husman, (2009: 922) upholds that stakeholders need to understand which aspects of the work experience program contribute to the effectiveness of the program in developing students’ generic skills.

 

The complexities of WIL for college students in the rural areas

It was found that majority of students attending colleges in the rural areas complained about the lack of industries for practice and as a result, most of students preferred to enrol in the urban colleges.

Literature revealed that 60 per cent of the partnerships in the TVET colleges had been in the major urban centres of Gauteng, KwaZulu-Natal and Western Cape with the rural dimension of responsiveness given far too little attention (Karen & Kraak, 2008:257).

In the previous years, Canadian Provinces experienced some increase urbanization with a consequent decline of rural populations, declines in employment opportunities, economic expansion, etc. (Ralph & Walker, 2012:46).

The impact of WIL on students’ graduateness, progression and employability

It was found that the lack of placement affect students in terms of graduating on time, take some further studies and even making it worse for some employers to consider them due to their qualifications been half completed.

Karen and Kraak (2008:262) attest there is a concern that focusing colleges on younger, less-qualified students is likely to discourage enterprise from agreeing to student placements, which is already a highly problematic area.

 Yeadon, (2010:48) goes on to say that employers often choose to recruit from certain colleges based on previous experience with employees and the institutions.

The lack of transformative college leadership

The fact that the merger process (TVETCs) has not yet reached a point where senior management teams are fully operational and that the sector is still fragile (Kraak & Karen, 2008:276) convey there is a leadership vacuum in the TVET colleges.

TVET institutional landscape is still reminiscent of apartheid with disadvantaged institutions suffering the lack of infrastructure, teaching facilities and staffing, especially those in rural areas (DHET, 2013:2).

 Barnes, et all, (2013:118) point that leading the college to operate more productive hinges on senior managers to find creative ways to use scarce resources more efficiently by empowering teams to produce pragmatic ways of delivering quality services to customers and neighbourhoods.

Transformational leaders stimulate followers to perform beyond expectations; they inspire followers to transcend their own self-interest for the greater purpose or vision of the group (Arthur & Hardy, 2014:39).

The lack of effective collaborations and communications between colleges and the employment sector

 

It was empirically found that the majority of college managers did not have relationships with the corporate sector; neither did the college staff members liaise with the sector for the supervision and or mentorship of the students in the workplace. Colleges concentrated on the teaching and learning and not much was done to interact with the employers. This therefore goes again that notion of Cooper, Orrell, and Bowden (2010:177) stating that without strong and effective relationships between the college and workplaces there can be no WIL.

 

Jeffries & Milne, (2013:16) recap that hosts find it difficult to obtain access to the appropriate person in the colleges and that there is a need for good communication at different stages of WIL activities: in the conception, in the setup phase as well as during and post-WIL activities. Thick communication channels could strengthen the partnership where academics openly share control of the curriculum design and facilitation (Choy, 2011:164). When the communication is good, partnerships can provide partner-specific benefits such as increasing attractiveness to prospective employees, and improving stakeholder relations (Lee, 2012:30).

The lack of learner support for the effective integration of WIL

It was found that most of the students suffered the lack of support regarding the placements, supervision, mentorship and many more. In some of the colleges, there were no records to show how many students were absorbed in the corporate sector as well as those still looking for placement.

Freestone et all, (2007) report that some of the students complained about being left in the dark during WIL placements.  

Holton, (1998:115) add there is a need for transition programs to bridge the lack of work skills, life skills, and false expectations about the workplace.

Academic model must be extended to encompass providing the full range of skills necessary for the transition to work and early career success. Alumni are a valuable source of mentors, guest speakers, recruiters, and donors that could aid the college for a lifetime (Graham & McKenzie, 1995:5).

The development of a responsive college curricular

It was found that much of the things done at work did not relate with what students did in the class, curricular mismatch. The industry complained that when students enter the sector, they have no idea of what its expected of them, colleges fail to give a niche of what the industry requires.

VTC, (1997:6) allude that TVET colleges are currently described as no better than that of a glorified secondary school with the staff having a background in skills for which there is no longer sufficient demand.

There is a need for greater industry involvement in teaching and learning, up-to-date practical and relevant industry-based technologies and practices, real-life examples, and business knowledge related to industry (Koppi1, et all, 2010).

Careers related to Business Studies are extremely eclectic and are often affected by changes in the economy and other external factors, and as such students are faced with an overwhelming range of career options when they graduate (Brown, Kevin & Lyons, 2003: 58).

LIMITATIONS OF THE STUDY

To ensure progression from the Grade 12, the researcher concentrated on the programmes offered above the NQF level 4, which therefore eliminated students registered for the NCV programmes.

Drawing conclusions on the findings from students in the department of Business Studies was influenced by the notion that careers in this department are often affected by changes in the economy and other external factors (Brown, Kevin & Lyons 2003:58).

The findings were mainly drawn from the five selected public TVET colleges of which, including all (50 public TVET) and the private TVET colleges could have helped to increase the trustworthiness of the findings.

Amongst other challenges is the fact that most of the literature (including TVET policy documents) do not say much about different models for the integration of WIL, they instead put more emphasis on the need to incorporate WIL (Brimble, Cameron & Freudenberg 2011; Smith 2011; Brookes, Edwards, Koppi1, Naghdy, & Sheard 2010).

CONCLUSION

In this article the title of the research was introduced, a background was provided for the motivation of the study, the research problems were clearly stated, the aims and objectives were clearly outlined. The importance of this study was discussed and the main concepts were clarified. Different sources were used as literature to confirm the validity of the findings.

Reasons students registered in the Nated programmes (Department of Business Studies) were mainly affected by the integration of WIL:

The lack of flexibility in the models incorporated for the integration of WIL, which resulted in some of the students failing to graduate, progress academically and getting employed on time.

The complexities of WIL for college students in the rural areas

The lack of synergistic inclusive and transformative college leadership

The lack of learner support for the effective integration of WIL

The lack of effective collaborations and communications between colleges and the employment sector

The lack of quality programmes, not up-to-date, responsive to the needs of the labour market, lacked articulation, progressions and credibility.

RECOMMENDATIONSTHE PROPOSED MODELS FOR THE INTEGRATION OF WIL

The focusing the colleges on the use of WPL only does not seem to work best for the students in the NATED programmes in the Department of Business Studies. Colleges should be flexible to embrace the use of the whole WIL typology (WIL modalities) depending on the needs of the programmes; this could help to eliminate the challenges of student failing to complete their courses on time as a resultant of the poor administration of WIL.

 Furthermore, the researcher proposes that the NATED programmes should be collapsed and restructured into a three year diploma courses with a WIL as a subject whereby students will attend and or participate in the projects to be mentored and or supervised by both lecturers and industry supervisors. One day in a week could be set aside particularly for WIL related projects, for example, students volunteering in the industries, visiting companies for observations, trips could be organised to visit industries and students working on their projects (portfolios), furthermore, industries and or business people could be invited to come and address students and those attending would be given work related projects to complete).

RECOMMENDATIONSTHE PROPOSED MODELS FOR THE INTEGRATION OF WIL

The researcher reiterate that WIL could be integrated in the curriculum as a subject just like other subjects but given a specific day where the whole focus will be on the development of generic skills the industry need. By so doing, students will have choices as to whether they take part in the projects and or activities, as a result, the responsibility to complete WIL will therefore shift to the students themselves unlike the WPL which depends on the availability of employers to accept students.

 The researcher believes that lack of graduation disadvantages students worse as they have to compete with university students in the labour market, having attended classes only for 18 months could limit their chances to get relevant, decent or proper jobs. The researcher further proposes that the restructuring of these programmes should be done under the auspices of the universities for the purpose of articulation and progression of the related courses. Students would have more advantages to gain some credits when they choose to further their studies with the universities in the future.

REFERENCES

Arthur C.A., & Hardy, L., 2014. Transformational leadership: a quasi-experimental study

Brimble, M., Cameron C. & Freudenberg, B. 2011. WIL and generic skill development, the development of business students’ generic skills through work-integrated learning. Australia: Griffith University.

CHE (Council on Higher Education). 2011. HE Monitor No.12 of 2011. Work Integrated Learning, Good Practice Guide. Pretoria: Council for Higher Education.

Choy, S., & Delahaye, B., 2011. Partnerships between universities and workplaces: some challenges for workintegrated learning

Cooper, L., J. Orrell, and M. Bowden. 2010. Work Integrated Learning: A Guide to Effective Practice. New York, NY: Routledge.

Department of Higher Education and Training. 2014. White Paper for post-school education and training, Building an expanded, effective and integrated post-school education system. Pretoria: Government printers.

Freestone, R., Williams, P., Thompson, S., & Trembath, K. (2007). A quantitative approach to assessment of work-based learning outcomes: An urban planning application. Higher Education Research & Development, 26(4), 347–361.

Jeffries, A & Milne, L. 2013: Communication in WIL partnerships: the critical link, Journal of Education and Work, DOI:10.1080/13639080.2013.774081, http://dx.doi.org/10.1080/13639080.2013.774081

Koppi1, t., Edwards, SL., Sheard, J., Naghdy, F., & Brookes, W., 2010: The case for ICT work-integrated learning from graduates in the workplace, (Australia).

Kraak, A & Karen, K (2008): Human Resources Development Review, Education, employment and Skills in South Africa, HSRC Press. (Akoojee, S., McGrath, S., & Visser, M. 2008: Further Education and training colleges)

Lee, L., 2012. Business-community partnerships: understanding the nature of partnership

MacAllum, K., Yoder, K., & Poliakoff, A. R. (2004b). The 21st-century community college: A strategic guide to maximizing labor market responsiveness, Volumes 1, 2, and 3—promising practices and lessons from the field. Washington, DC: AED National Institute for Work and Learning.

Patrick, C-j., Peach, D., Pocknee, C., Webb, F., Fletcher, M. & Pretto, G. (2008). The WIL [Work Integrated Learning] report: A national scoping study. Australian Learning and Teaching Council ALTC Final report. Brisbane: Queensland University of Technology.

Ralph, E.G., & Walker, K., 2012. Internships in Rural Schools: Post-Interns’ Views simplypsychology.org/Vygotsky.html. Journal of cooperative education and internships

Smith, C& Worsfold, K. 2013. WIL curriculum design and student learning: a structural model of their effects on student satisfaction, Studies in Higher Education, DOI:10.1080/03075079.2013.777407, http://dx.doi.org/10.1080/03075079.2013.777407

Svacina, L.S., 2012. A Review of Research on Unpaid Internship Legal Issues: Implications for Career Services Professionals: Journal of cooperative education and internships

Vocational Training Council (1997), Implementation of the Hongkong [sic] Institute of Technology, Paper VTC (CTE GC) 12/97, Vocational Training Council, Committee on Technical Education, Hong Kong

Yeadon, C., 2010. College Senior Transition Programs: Transitioning from College to the Workplace

THE END