| Abstrakt: |
Increasing concern about the work readiness of graduates of higher education institutions, including Technical and Vocational Education and Training (TVET) colleges, has led to a greater focus on workplace learning as a means of preparing students for the world of work. Research suggests that work-integrated learning (WIL), as a form of experiential learning, is characterised by certain elements that give students the opportunity to acquire skills and competencies and develop aptitudes that could enhance their ability to fit into the workplace. This paper presents the findings of a focus group study that explored the perceptions of TVET business studies students regarding their experiences of the learning that takes place during WIL and the opportunity to learn presented to them by the WIL. Results from the study show that the WIL curriculum implemented in TVET business studies is characterised by the elements identified by the literature, namely, application of theory, hands-on practice, integration of theory into practice and authentic real-life experience. The TVET business studies students reported that the learning going on during WIL makes greater cognitive demands and is deeper in nature than college-based theoretical learning. The discussion section argues that experiencing a "high" and "deeper" form of learning at the workplace, even though there is a shift of focus, from the students to the organisational objective, suggests that the experience of learning may be key to learning. This idea contrasts with a focus on the student, as is prevalent in traditional, classroom-based learning. The paper concludes by advocating that the focus of learning at the workplace should be redefined and articulated, to balance the multiplicity of expectations of WIL. This process should involve multiple stakeholders. [ABSTRACT FROM AUTHOR] |
