Redefining Work Integrated Learning in Universities of Technology

Autor/in	Bohloko, G. M.
Titel	Redefining Work Integrated Learning in Universities of Technology
Quelle	In: South African Journal of Higher Education, 26 (2012) 2, S.268-281 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Higher Education; Educational Technology; Technology Integration; Foreign Countries; Curriculum; Universities; Educational Practices; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Ausland; Curricula; Lehrplan; Rahmenplan; University; Universität; Bildungspraxis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article makes a case, for Work Integrated Learning (WIL) firstly as an integral part of the curriculum in universities of technology and secondly, as a pedagogical issue. I argue that, WIL represents the re-contextualised aspects of specialised knowledge in curricula of the various professions and that WIL should equally draw knowledge from disciplines. WIL is considered an example of re-contextualising conceptual knowledge into procedural knowledge at the workplace. I argue further that WIL tends to be better integrated with curricula and qualifications in the old professions that are strongly regulated by a variety of accreditations by boards and councils, who oversee both the formal curricula and competence levels of graduates. The article proposes the notion of conceptual and contextual approaches to understand WIL in a university of technology. Consequently, the development of an approach to a WIL component of the curriculum that transcends specific contexts and ensures the durability of offerings is proposed. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10