WIL (Work Integrated Learning / Off-On Site) Policy


Work integrated learning is defined as the knowledge and skills acquired through life and work experience and study which are not formally demonstrated through any educational or professional certification.

The learner needs to achieve the following with regards to work integrated learning:

  • Communication;
  • Application of theory;
  • Integration of information technology;
  • Working with others;
  • Improving own learning and Performance;
  • Problem Solving;
  • Career Development;
  • Information Skills.

Work integrated Learning is a mode of learning delivered under Minister of Education guidelines that integrates the theoretical concepts of classroom activities with a community experience. Co-operative Education, as well as other work Experience Programs, fall under the definition of Work Integrated Learning.

The purpose of WIL is to:

  • develop real on the job training experiences, prior to graduation, to ensure that each learner is aware of the actual work environment and activities involved in their chosen discipline;
  • enhance graduate outcomes;
  • facilitate learners’ acquisition of a deeper knowledge and understanding of their discipline;
  • enhance links with professionals, business and public-sector companies’ in their area of study and enhance the attractiveness of studying at The Company;
  • allow the Company to gain a better profile among learners.

Benefits to The Employer:

  • This could contribute as a component in the company’s recruitment strategy;
  • Employers and learners are provided with a non-threatening opportunity to ascertain a suitable “match” for longer-term employment;
  • Provides opportunities to select train and develop the educationally disadvantaged, contributing to South Africa’s development strategies;
  • Employers have access to current skills/ theory being taught;
  • Labour cost’s showing savings as no remuneration is expected;
  • Improve employee efficiency as learners can be used to relieve permanent employee;
  • The learner can increase general employee motivation;
  • Creates and develops relations between employers and The Company

Workplace Expectations:

A workplace mentor is selected and briefed before receiving learner. This is the liaison person the Company would communicate with;

  • Obtain commitment on the programme development; arrange presentations for the learners to get them more familiar with all areas of the workplace;
  • Learners will receive an orientation to:
    • Job expectations (tasks to be done, schedules, quality standards);
    • Basis for performance evaluations;
    • Policy and Procedures when handling problems;
    • Administrative responsibilities;
    • Planned training (especially if safety is an issue)

Learner Code of Conduct at Workplace:

The learner is expected to abide by the required code of conduct stipulated by the Company at any work integrated workplace environment.

Assessment Requirements:

The requirements for work integrated learning for the specific faculty is outlined in their respective assessment document.

WIL (Work Integrated Learning / Off-On Site) Procedure

Procedures to Identify Suitable Worksites guidelines:

  • Criteria are established to determine suitability of worksite for learning purposes.
  • Learners can identify a worksite.
  • The worksite working activities are compatible with the learning outcomes.

The Project Managers / Assessors / Facilitators need to follow the following guidelines:

WIL embraces many different forms of learning that involves performing real tasks, for actual clients and customers;

  • WIL will enable learners to:
    • practice the skills they seek to acquire;
    • receive feedback on their performance; and then
    • integrate the new skills they have acquired into their thinking and behaviour;
  • the WIL programme is available to all learners;
  • make the sustainability of the programme within current levels of funding;
  • the compatibility of the WIL programme with existing theory programme structures;
  • allow sustainable monitoring processes;
  • allow the preparation of learners for undertaking the program through prerequisite study or special workshops;
  • incorporate safeguards to protect the Institution’s reputation which will involve not only consideration of the suitability of learners’ placements and monitoring learner behaviour, but also ensuring that there is a coordinated approach to employers so that approaches are not duplicated or inappropriate;
  • to provide for information and reporting and support packages for learners.
  • The Company will ensure the following off-site procedures and practices for practical or experiential elements of all learning programmes are followed to ensure the learners experience a valid learning experience:
    • Safety of learners: The Health and Safety Training Venue Check list (Refer to Form 4) will be used on the premises that the learners will be in when conducting their practical / experiential learning. This covers all the physical resources, environment and safety and health aspects for the learners.
    • Rights of learners: Learners rights are protected by ensuring the above actions are implemented as well as ensuring that all parties concerned have been sufficiently briefed as to the roles, responsibilities / expectations of mentors / coaches / learners / assessors / moderators / facilitators. Learners are given this information in the Curriculum Strategy Document before they start the learning experience

Recruitment and placement of learners:

It is our Companies intention to train corporate clients and their staff.  However, in the event of us running learnerships we will follow the above guidelines in the Learnership Policy and Procedure.

Workplace Supervisor

  • The facilitator will acknowledge each work situation, in co-operation with the workplace supervisor in the planning, organising and controlling system.
  • The learner will be engaged in productive work rather than merely observing;
  • The learner may or may not receive any remuneration for any work performed. This is at the sole discretion of the company;
  • The lecturer monitors learner’s progress during work integrated learning;
  • Learners performance during this period is supervised and evaluated by learner mentor / supervisor /assessor;
  • Success of completion is determined by the attainment of the initial skills and competences required by the workplace relevant to the field.
  • Regarding the assessment for work integrated learning a provided logbook which contains specific outcomes and criteria’s needs to be completed by the workplace supervisor.

Procedures to verify work-site assessments

  • All worksite assessments will be supported by a worksite assessment form signed by both the assessor and the candidate.
  • A logbook inscription will support worksite assessments.
  • When available, the worksite assessment will be authenticated by an experiential training or advisory committee.

There are no expectations of financial remuneration. However, will the workplace company wish to remunerate the learner, this agreement is between the workplace company and the learner. On completion of the work integrated learning, the workplace is required to provide the learner with a certificate of service for work integrated learning.

WIL (Work Integrated Learning / Off-On Site) Process Flow

 

 

Employer Code of Conduct in The Work Place with Respect to Workplace Learning

The Company undertakes to:

  • Provide learners with planned, supervised and evaluated off-Satellite Site of Delivery (SSOD) work experience which compliments academic study and career goals;
  • Facilitate opportunities to practice skills under guidance of a mentor/work-place supervisor and exposes learners to experiences role models;
  • Give learners a chance to acquire knowledge and gain valuable experience, and earn money (if available but not compulsory);
  • Improve job prospects after graduation, as learners can offer both experience and a qualification to the prospective employer;
  • Afford employers the opportunity to recruit entry-level employee strained for their specific requirements.

Inspections

The Company undertakes to:

  • Permit the Company to visit and inspect any of the sites where the activities and/or project or parts thereof are carried out in pursuance of the objectives of this agreement;
  • The Company confirms that they comply with all the statutory prerequisites.

Benefits to the Organisation

  • This contributes as a component in the employer’s recruitment strategy;
  • Employers and learners are provided with a non-threatening opportunity to ascertain a suitable match for longer-term employment;
  • Provide opportunities to select train and develop the educationally disadvantaged, contributing to South Africa’s development strategies;
  • Employers have access to current skills/theory being taught;
  • Labour costs showing savings as no remuneration is expected;
  • Improve employee efficiency as learners can be used to relieve permanent employee;
  • The learner can increase general employee motivation;
  • Creates and develops relations between the employers and the Company as an educational institution.
  • Work with the Company in a cooperative and consultative manner; and provide advice to the Company on request;
  • Select a Workplace Mentor and brief said mentor before receiving the learner;
  • Obtain commitment on the programme development; arrange presentations for the learners to prepare them for all areas of workplace.

Orientation of Learners

  • Job expectations (tasks to be done, schedules quality standards);
  • Basis for performance evaluations;
  • Policy and Procedures when handling problems or issues arising;
  • Administrative responsibilities;
  • Planned training (especially if safety is an issue);
  • Ensure learners receive up-dated and appropriate skills training for the relevant industry that they will receive work-based practice in;
  • General code of conduct and workplace ethics.