Work-Integrated Learning: Good Practice Guide - CHE

Project-based learning
In a two-year programme, there are likely to be time constraints on PJBL, as well as the complexity of
the project, thus this curricular form is therefore not generally recommended – with exceptions for short,
focused projects – or a PBL/PJBL hybrid.
Workplace learning
As for 3.6.1 above.
3.6.3 Work-integrated learning in a three-year diploma/Bachelor’s degree (HEQF Level 7)
Examples of three-year diplomas include a wide range of diplomas offered by universities of technology
(e.g., in Accounting, Building, and clothing Management). these qualifications equip students to conduct
research, analyse and implement systems and policies, and combine a wide range of technological
knowledge, skills and experience within a specialised area of the technology. traditionally, universities
offer general, rather than WIL three year qualifications, such as the B.A. or B.Sc (although there are some
three-year career-focused qualifications in which WIL would be appropriate).
Work-directed theoretical learning
technical and professional knowledge at this level is based on disciplinary knowledge (e.g., Physics and
Mathematics in Engineering; Business Economics and communication in Project Management). A WdtL
curriculum would need to ensure that disciplinary knowledge is aligned with the needs of professional
practice.
Problem-based learning
PBL is particularly appropriate in a career-focused diplomas and Bachelor’s degrees.
Project-based learning
A focused project, such as a service learning project, would be appropriate at the third year level, provided
that there are adequate resources for such a project – in particular a transport budget, time allocation, and
formal agreements with community partners and service providers.
Workplace learning
Where it is felt that students would benefit from work placement in a three-year qualification, the necessary
resources would need to be made available. this would include the selection of workplaces (based on the
learning opportunities and infrastructure provided), the provision of workplace mentors, opportunities for
‘debriefing’ and reflecting on learning, etc.
3.6.4 Work-integrated learning in a four-year professional Bachelor’s degree (HEQF Level 8)
career-focused professional Bachelor’s degrees include qualifications in Engineering, Medicine,
radiography and Nursing offered at both universities of technology, comprehensive universities and
traditional universities. Such degrees usually have 480 credits.
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Work-Integrated Learning: Good Practice Guide