Work-Integrated Learning (WIL) is presented as an effective alternative to Kenya's Higher Education Institute's practical or industrial attachment. These institutions are refereed to as Technical and Vocational Education Training (TVET) institutions due to the unique and practical skills students are expected to acquire at the end of their training.

1. WORK-INTEGRATED LEARNING FOR HIGHER EDUCATION
INSTITUTES IN KENYA
By Beatrice Adera Amollo, Information Professional, Kenya
21 February 2013
INTRODUCTION
David A. Kolb, a renowned American educational theorist stated that “learning is the
process whereby knowledge is created through the transformation of experience” (Beard &
Wilson, 2006, p. 19). The theory presents a model of learning, consisting of a four-stage
cyclical theory of learning referred to as experiential learning theory that combines
experience, perception, cognition, and behaviour. This theory sheds light on the types of
experience from which students can learn while encouraging critical reflection for the
students so that their learning experience becomes meaningful.
This theory forms basis for the importance of linking the classroom to the actual workplace
or industry. Several terms have been used to describe and include real life work experience
in the course syllabi. The terms include action-learning, apprenticeships, cooperative
education, experiential learning, inquiry learning, inter-professional learning, practicum
placements, problem-based learning, project-based learning, scenario learning, service-
learning, team-based learning, virtual or simulated Work-Integrated Learning (WIL)
learning, work-based learning, work experience, workplace learning
WIL has been used as an umbrella term to describe curricular, pedagogic and assessment
practices, across a wide range of subjects that integrate formal learning and workplace
interests.
LINK BETWEEN INDUSTRY AND TVET INSTITUTIONS IN KENYA
In Kenya, the government through the relevant Ministries and stakeholders from the private
sector places have in the recent past placed great emphasis on the delivery of quality
education at all levels. The higher education sector has in particular been on focus due to
the great influx from secondary to tertiary level institutions. The demand for higher
education has superseded the availability of learning opportunities which has resulted in an
increase quite a number of colleges and training institutions that do not meet the expected
standards.
To control and monitor this growth in the sector, the government has put in places
measures and initiated programs through the relevant ministries, that will eventually ensure
that the student’s learning process is all inclusive and up to the international standards.
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2. One of the projects is through the country’s Vision 2030 that is titled ‘Strengthening of
Linkages between Industry and Training Institutions’. This flagship project was started to
help develop skills and competencies from the learning institutions that are required by
industries. (Kenya Vision 2030, 2011)
The project which is implemented by the Ministry of Labour and placed under the Labour &
Employment sector of the social pillar has set out to prepare a Draft Industrial Training
Policy and a Draft Industrial Attachment Policy, place 10,000 students on industrial
attachment and train 5,800 students in industrial skills.
In the first quarter of 2010/11 financial year, 21,299 students were attached to industry.
The Ministry has so far initiated the development of policies on industrial attachment and
industrial training. A committee has been constituted to spearhead formulation of the policy.
(Kenya Vision 2030, 2011)
The Ministry of Higher Education, Science & Technology, through the TVET Bill has initiated
and proposed reforms for Technical and Vocational Education Training (TVET) institutions
which include aligning of TVET curriculum to the demands of Kenya’s Vision 2030. The TVET
institutions are expected to harmonize training qualifications by ensuring that they adopt
national and international standards and entrench supervised industrial attachments or
internships in the training.
Some of the outlined strategies in the TIVET Bill, which are of interest and are relevant to
WIL include
Enhance the apprenticeship system to allow TVET graduates to work and study
Streamline the management and assessment of industrial attachment process
Develop a demand-driven competency based training
These have been developed in response to concerns about graduateness, employability and
civic responsibility.
PROPOSED WORK-INTEGRATED LEARNING FOR KENYA’S HEI
Majority of Higher Education Institutes namely colleges are accredited by the Ministry of
Higher Education Science and Technology and registered as TVET institutions. They are
continuously assessed against the TVET standards which include the requirement for
industrial placement of students.
In conformance to the requirements and to add practical value to the students’ learning
experience, the author proposes that Kenya colleges implement Work-Integrated Learning
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3. (WIL) which is similar to the local industrial attachment, with a slight difference. In fact, one
may easily think that the two terminologies mean the exact same thing.
Work-Integrated Learning (WIL) is used to describe directed or supported educational
activities that integrate theoretical learning with its application in the workplace. It is
intentional, organised, recognised and accredited by the training Institution to provide
powerful learning experiences for students and staff. WIL ensures that students develop a
truly integrated approach to learning through a combination of academic and work-related
activities. (Council on Higher Education, 2011)
The advantages for students who participate in WIL include:
i. Academic benefits, such as improved general academic performance, enhancement
of interdisciplinary thinking, increased motivation to learn;
ii. Personal benefits, such as increased communication skills, team work, leadership
and co-operation,
iii. Career benefits, for example, career clarification, professional identity, increased
employment opportunities and salaries, development of positive work values and
ethics; and
iv. Skills development, including increased competence and increased technical
knowledge and skills. (Council on Higher Education, 2011, p. 6)
WIL encourages students to reflect on their experiences and develop and refine their own
conceptual understanding. This is not only necessary for general education but for a career-
focused education. With WIL, the student’s employability is viewed as being embodied
within the student who is not only work ready, but career and future ready.
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4. REFERENCES
Beard, C. & Wilson, J. P. (2006). Experiential learning: A handbook of best practice for
educators and trainers. London, GBR: Kogan Page Ltd. Retrieved from
http://site.ebrary.com/lib/asi/Doc?id=10137816&ppg=25
Council on Higher Education (2011, August). Work-Integrated Learning: Good practice
guide, HE Monitor, 12.
Kenya Vision 2030 (2011), Flagship projects. Retrieved December 15, 2012, from
http://www.vision2030.go.ke/index.php/pillars/project/Social/52
Ministry of Education. (2012). Task force on the re-alignment of the education sector to the
constitution of Kenya 2010: Towards a globally competitive quality education for
sustainable development. Kenya: Ministry of Education
Ministry of Higher Education Science and Technology (2012) The Technical and Vocation
Education and Training Bill, 2012. Retrieved from
http://www.scienceandtechnology.go.ke/index.php/downloads-1/doc_download/95-
tvetbill-2012
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