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FET Imbizo wil innovations 29 nov 2011


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Education: Back to Basics Imbizo 2011, 29-30 November 2011.

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FET Imbizo wil innovations 29 nov 2011

  2. 2. MINISTER Dr Blade Nzimande STATEMENTS: 5 000 UoT students who cannot graduate due to lack of workplace learning as required 20 000 FET students completed the NCV academic component but cannot access the workplace learning component The SETA have fully funded learnerships but does not align with public institutions needs Attempts to facilitate work integrated learning is where we are doing badly as a country SUPPLY AND DEMAND CHALLENGES National Treasury - 200 000 unemployed graduates in South Africa Misalignment between players on the supply and demand side of the economy Lack of institutional preparedness towards industry needs Inadequate quality of education and training provision 2
  3. 3. In this Presentation Why Work Integrated Learning What is Work Integrated Learning WIL Curriculum Perspectives WIL Teaching and Learning Innovation WIL Quality Management & Best Practise Conclusions and Recommendations 3
  4. 4. Employability ? QUALIFICATION GRADUATE ATTRIBUTES ? CURRICULUM Development – Review - Design Incorporatingwork integrated learning ? “ the magic is not in the taps” 4
  5. 5. GRADUATE ATTRIBUTESAbility to find & access information Written communication skillsAbility to use informationOral presentation skillsAbility to handle large amounts of informationTechnical abilityNumeracy or quantitative literacyAbility to use new informationComputer literacyProficiency in EnglishPrior exposure to the workKnowing the organization 5
  6. 6. Employability ? QUALIFICATIONS GRADUATE ATTRIBUTES CURRICULUM Learning & Development – Review - Design Learning Work SitesWork Integrated Programme Design Strategy Class RoomWork Based Lecture Theatre DESIGN DOWNWork Place PURPOSE Library DELIVER UPIn Service Training LaboratoryExperiential OUTCOMES Site VisitsProblem Based ASSESSMENT SimulationsProject Based IndustryPracticum ACTIVITIES CommunityInternships 6
  7. 7. Students CO OPERATIVE EDUCATION Community Engagement Co-operative External is a partnership that creates opportunities for Partners Education is a Partnership EXPERIENTIAL LEARNING learning by experienceAcademic • CommerceInstitutions • Industry • Government • Community at Institution or Work Places Work based Industry Based Community Based CurriculumWork-Integrated Learning Service Learning Driven  Negotiated  Structured  Monitored  Assessed  Evidence Based  Academic Credits 7
  8. 8. WORK INTEGRATED LEARNING SCOPE WIL is a methodology that integrates academic learning (incl. theoretical, problem-based and project-based learning) with industry-based or community-based experiential learning that is structured, monitored and assessed to meet the outcomes of a learning programme. LEARNING ASPECT LEARNING SITES APPLICATIONde Classroom Teaching 1. Theoretical Learning Other Reading Teaching Classroom Problem Based Group Work 2. Workshop Learning Discussion Forum Laboratory Visit Library Classroom Group Work 3. Project Based Learning Laboratory Assignment Site Visit Reports Records, Logbooks, Work Place Learning Workplace 4. Projects, Presentation, (EL) Laboratory Portfolios 8
  9. 9. TRAINING INSTITUTION AND INDUSRY readiness and ability to respond LEARNING ENVIRONMENT for WORK-INTEGRATED LEARNING PARTNERSHIPS - PLACEMENTS - PRACTISE Academic (Theory) Workplace Learning• Orientation • Workpreparedness Skills• Classrooms Staff • Guidelines• Lecturers • Placement Facilitation• Study Guides • Marketing Co-op. /• Time Tables Infrastructure Industry• Learning materials • Learning Programme• Assessment • Monitoring / Visitation• Laboratories • Mentor / Supervision• Libraries Funding • Assessment / Evidence• Computer Support • Evaluation / Credits• Access and Bridging• Student Counselling • Review / Feedback 9 9
  10. 10. Teaching and Learning innovations to address graduate attributes for employability skills COMMUNICATION INITIATIVE & ENTERPRISE • Preparing and presenting written/verbal reports •Brainstorming activities • Role plays • Designing innovative practices and solutions • Simulations • Initiating change • Demonstrations • Simulation activities • Working in groups • Communicating, responding to clients / customers TEAMWORK • Role plays • Group discussion KNOWLEDGE & LEARNING • Workplace teams • Use of reflective journals log books, diaries •Team or group projects • Using skills in different contexts • Committees • Mentoring and coaching activities • Syndicates • Self-evaluation tools • Communities of practice • Interactive activities SELF MANAGEMENT •Development of portfolios PLANNING & ORGANIZING • Work plans •Research and data collection • Career planning exercises • Developing action plans • Using log books to record skills and monitor performance • Planning and organizing events • Time management activities • Goal setting activities and scheduling tasks PROBLEM SOLVING • Collecting and analyzing information • Case studies • Simulations • Investigative projects and research TECHNOLOGY USE • Using various problem solving tools and •Use of Internet, Intranets techniques • Using ICT skills to complete activities • Problem solving in teams and networks • Industry relevant software, technology and equipment • Decision making activities “ the magic is not in the taps” 10
  11. 11. TRAINING INSTITUTION AND INDUSRY readiness and ability to respond LEARNING ENVIRONMENT for WORK-INTEGRATED LEARNING PARTNERSHIPS - PLACEMENTS - PRACTISE Academic (Theory) Workplace Learning• Orientation • Workpreparedness Skills• Classrooms Staff • Guidelines• Lecturers • Placement Facilitation• Study Guides • Marketing Co-op. /• Time Tables Infrastructure Industry• Learning materials • Learning Programme• Assessment • Monitoring / Visitation• Laboratories • Mentor / Supervision• Libraries Funding • Assessment / Evidence• Computer Support • Evaluation / Credits• Access and Bridging• Student Counselling • Review / Feedback 11 11
  12. 12. WIL: WORKPLACE LEARNING PURPOSE STATEMENT Core Learning Elements• LEARNING OUTCOMES Specific and level descriptors• ASSESSMENT STANDARDS Criteria including CCFO’s Work Assessment Preparedness and Methods Skills Evaluation Instruments LEARNER• PLAN THE LEARNING EVENTS SUPPORT Tasks Site Visits FACILITATION Visitation Environment Visiting Lecturers Placement Process and Lectures Materials Monitoring Orals Group Work• NOTIONAL HOURS Learning• CREDITS Programme Plan• QUALITY ASSURANCE REVIEW Learner Success Quality Audits Performance Management 12
  13. 13. WORK PREPARATION SKILLS IMPACT ASSESSMENT INDUSTRY FEEDBACK Explain concepts / Outline • Student success • Student performance objectives / Skills for work • Stats and trends • Training relevance preparedness • Review for improvement • Recommendations POLICY & GROUND RULES STUDENT FEEDBACK Formally sets out the policy and • Comment on experience procedures A QUALITY • Highlight benefits • Recommendations ASSURANCE PROCESS LEARNING PROGRAMS ASSESSMENT OF LEARNING Identifies learning outcomes • Submit reports competencies and assessment • Oral sessions methods • Projects / Assignments PLACEMENT PROGRAMME REGISTRATION VISITATION/MONITORING Build industry relationships Records eligibility and start of • Monitor work environment Establish placement options experiential learning in • Learning progress Short listing/interviews industry • Formative Assessment Company appoints 13 13
  14. 14. HUMAN RESOURCE STAFFING PROFILES FOR WIL WIL PRACTIONERS Co-ordinator / Lecturer / Placement Officer / Co-op. Educator Key Performance Areas “Quality linked to Performance Management” 1. Marketing and Promotion of WIL and Co-op Education Partnerships 2. Work Preparedness Skills Programme 3. Student Counselling and Support 4. Placement Process Facilitation 5. Curriculum and structure of Work-Placement Programme 6. Monitoring, Visitation and Assessment 7. Evaluation and Impact Assessment 14
  15. 15. What is NSDS III ? NATIONAL SKILLS DEVELOPMENT STRATEGYThe NSDS is the overarching strategic guide for skills development and providesa framework for the skills development levy resource utilization of institutions aswell as the National Skills Fund. It sets out the linkages with, and responsibilities of other education and training stakeholders. What is the QCTO ? QUALITY COUNCIL - TRADE AND OCCUPATIONS The QCTO will manage and coordinate qualifications in the occupational qualifications framework (OQF). Its scope will be development, provision, assessment and quality assurance of fit-for-purpose occupational qualifications and unit standards as required by the labour market for work and employment purposes. 15
  16. 16. NEW GOVERNANCE STRUCTURES Higher Education Qualifications Framework DOCTORAL DEGREE NQF 10 Occupational Qualifications Framework (OQF) MASTERS DEGREE NQF 9 National Skills Certificates POST GRADUATE National UNIVERSITIES HEQC (HEQF) NQF 8 DIPLOMA Occupational Awards NQF Level 1 to NQF BACHELORS DEGREE NQF 7 Level 9 WORKPLACES ADVANCED NQF 6 NQF Level 1 CERTIFICATE QCTO NQF Level 1 to NQF 5 to NQF Level 10 NSC ADVANCED NC(V) NQF Level 9General & Further Education Qualifiactions NQF 4 FET COLLEGES GRADE 12 NSC Framework NC(V) L3 NQF 3 UMALUSI GRADE 11 Foundational SCHOOLS NSC Learning NC(V) L2 NQF 2 GRADE 10 Competence (Maths & (GFEQF) GETC Literacy) ABET 4 NQF 1 WORKPLACES GRADE 9 GRADES ABET 1-3 1-8 16
  17. 17. 8 1 Mechanism for NSDS111 Building Career SKILLS Vocational DEVELOPMENT 8 - GOALS Guidance 7. 2 Employers Increasing public Access to Providers capacity forOCCUPATIONAL Partnerships SMME’s Public Sector CommunitiesPROGRAMMES Needs Capacity SETA’s Targets Facilitation Assessment Monitoring Evaluation 6. and Review Training Initiative for Impact 3Grow Evaluation Cooperatives, Public Funding SMME, NGO and FET System NSF Prioritize Community Allocation 4. 5. Address Low Encourage WORKPLACE – Numeracy and BASED SKILLS Literacy DEVELOPMENT 9 17
  18. 18. OVERSIGHT STRUCTURES ? ? ?START > Learner support and development progression until > QUALIFICATION Partnership Placement Practise ? + ? + ? VOID? Lack of Capacity Training Expertise Work Places Providers Quality UoT Resources Industry Funding Community FET Incentives Site Visits Private Sustainability Providers Support Infrastructure 18 18
  19. 19. CONCLUSION some recommendations! Wider participation required in Curriculum Development and Review With Institution Providers, Industry, Students and Community Reflect and agree on Graduate Attributes Formulate Exit Learning Outcomes & Assessment for the Qualification Explore possible WIL options and Learning sites integration Innovative teaching and learning to promote student participation Integrated assessment & instrument that embed graduate attributes 19
  20. 20. There is ....... nowhere for instructors in tertiary institutes andcolleges to turn if they want to improve their instruction. So,occupational instructors ( lecturers) are faced with a seriousproblem: their teaching is in many ways more difficult thanteaching standard academic subjects, but they appear to havefewer sources of information and support related topedagogical issues.  Grubb, W.N. (2003) The Roles of Tertiary Colleges and Institutes: Trade-offs in Restructuring Postsecondary Education. Berkeley, U.S.A. 20
  21. 21.  In the words of the Minister Dr Blade Nzimande“............... we will be actively pursuing collaborative partnerships between the SETA’s, the NSF, universities – especially universities of technology and FET’s in order to seek ways to release funds to grow the skills base.........this move is set to overhaul the education and training landscape in SA and we invite the private sector and civil society to actively participate and join the skills revolution in our country” “ the magic is not in the taps” 21
  22. 22. THANK YOU 22
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  24. 24. DHET / HESA / CHE / HEQC / SETA’s, Collate, Interpret,Industry, Stakeholders, Analyse, Explore Trends Student: Needs Development TrainingIndustry: listen Success Needs CareersFacilities listen Placement Mentors Alumni Training TrackingMonitoring FeedbackFeedback “VOICE” Co-ordinate, Promote, Implement, Publish, Disseminate, MOU’s, Training, Capacity Building, Marketing, Reporting, Stats 24
  25. 25. Students QCTO NSF SETA Centre’s •CommerceAcademic of • IndustryInstitutions Excellence • Government • Community OVERSIGHT STRUCTURES SASCE !! Intelligence Hub Advocacy and Policy Development Research and Development Professional Development of WIL Industry Placements Workplace Approval Monitoring and Visitation Sharing of Best Practice Capacity Development Conferences National and International Learner Support Career Guidance & Management 25
  26. 26. SASCE - New Structure SASCE BOARD AND EXCO President Vice-President Secretary SASCE Treasurer NATIONAL OFFICE Past President OPERATIONS Regional Conveners Executive Officer CEO Industry Stakeholders Administrator WIL Students REGIONAL BRANCHES CONVENER & TASK TEAMS Intelligence HubAdvocacy and Policy Development Research and DevelopmentProfessional Development of Co-op 26
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