A Review of Work-Integrated Learning in South African Mining Engineering Universities

"As part of the mining engineering curriculum, students are required to be placed in industry for vacation work or work-integrated learning (WIL). In this paper we review work-based placement as done at the four South African mining schools: the University of Johannesburg, the University of Pretoria, the University of the Witwatersrand, and the University of South Africa.Key aspects of past and current WIL (pre- and post-graduation) practices that may need attention are highlighted for consideration by all universities that provide professional qualifications. Work-directed theoretical learning, problem-based learning, project-based learning, workplace learning, and simulated work experiences are discussed as legitimate approaches to WIL.Regardless of the choice each institution makes, commitments of universities, preparedness of university teachers, and the desire for equity and excellence will play an important role in the provision of WIL.DefinitionsAccredited Qualification: a qualification awarded on successful completion of an accredited programme.Advisory Boards (or Committees): are essential infrastructure for a WIL curriculum that is built on the integration of the workplace and the university. This requires the collaboration of experts from both environments. Workplace advisors are critical to the success of the academy as they embody expert knowledge of the ‘real world’.Assessment: the process of determining the capability or competence of an individual against standards by evaluating performance.Category: a mode of registration defined in or under the ECSA Act which has a distinctive purpose, characteristic competencies, defined principal routes to registration, and educational requirements.Experiential learning: (in South Africa sometimes used synonymously with work placement or cooperative education) is a term used with a great variety of meanings in the international literature. More broadly, it may refer to learning that has meaningful learner involvement. It is the process of generating meaning from direct experience. In the international literature, experiential learning is learning through reflection on doing, which is often contrasted with rote or didactic learning."