A Comparative Study of Cooperative Education and Work-Integrated Learning in Germany, South Africa, and Namibia

Autor/inn/en	Reinhard, Karin; Pogrzeba, Anna; Townsend, Rosemary; Pop, Carver Albertus
Titel	A Comparative Study of Cooperative Education and Work-Integrated Learning in Germany, South Africa, and Namibia
Quelle	In: Asia-Pacific Journal of Cooperative Education, 17 (2016) 3, S.249-263 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Foreign Countries; Comparative Education; Cooperative Education; On the Job Training; School Business Relationship; Partnerships in Education; Work Experience Programs; Educational Development; Educational History; Compensation (Remuneration); Employment Practices; Contract Training; Research Needs; Teaching Methods; Job Security; Employment Potential; College Students; Vocational Education; Germany; Namibia; South Africa + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Kooperativer Unterricht; Training-on-the-Job; Hochschulpartnerschaft; Bildungsentwicklung; History of education; Bildungsgeschichte; Abfindung; Kompensation; Lohnausgleich; Berufspraxis; Forschungsbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsplatzsicherheit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Collegestudent; Ausbildung; Berufsbildung; Deutschland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The Baden-Wuerttemberg Cooperative State University was the first higher education institution in Germany to combine on-the-job training and academic studies. The study model integrates theory and practice, both being components of cooperative education. The success of this university is based on its cooperation with over 10,000 companies. Students are employed and remunerated for the duration of their studies by their partner company. In South Africa and Namibia, while cooperative education programs have a rich history, the study models developed lack the commitment from industry to invest in work-integrated learning. The present study models involve students taking up unpaid practical semesters, in order to achieve the transfer of theoretical knowledge into a practical work-related setting. This comparative study outlines how universities of higher education, in Germany, South Africa and Namibia, in cooperation with industry, can further develop their model, in order to achieve financial stability and employment security for their students. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01