Faculty of Applied Sciences students who are participating in a Work-Integrated Learning (WIL) programme were urged to be hands-on during their industry training.

The faculty hosted an industry breakfast for second-year students and industry partners. Among the attendees were former WIL students who were top achievers in their respective programmes during the 2018 academic year. WIL coordinators awarded top achievers with certificates and a plaque. Faculty of Applied Sciences lecturer and WIL coordinator, Prof Lalini Reddy, highlighted the importance of working closely with the industry to prepare the students for work.

“Industry is invited to continue to engage with the institution to ensure students are provided with adequate learning in the workplace,” she added.  Guest speaker, Lorna Odendaal from Kutsha Agriculture, said internships benefit industry as well as students, but that expectations can be different from both parties.

She said students need to adopt a pro-active attitude.

“Be hands-on, do whatever needs to be done, learn as much as you can from everybody, taking part, experiencing as much as you can, ask lots of questions,” she said.

She then urged industry partners to make the internship placements meaningful.

In concluding her address, Odendaal told students to remain humble and in the service of others.

“To have a diploma or any tertiary qualification is a noble thing, but wear your nobility in your heart rather than your head,” she said.

Written by Aphiwe Boyce
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Teaching in the Higher Diploma in Higher Education Training, Work Integrated Learning project (HDHET –WIL) began this week at CPUT’s Bellville campus.

An in-service programme intended for university teachers, a mix of 16 CPUT staffers and Further Education and Training (FET) lecturers are enrolled in the course.

It will nurture lecturers here at CPUT and the participating FETs while implementing an effective Work Integrated Learning programme at the FET colleges - ultimately bolstering the amount of high-calibre graduates needed to grow South Africa’s skills base.

The HDHET is an NQF level 7 qualification comprising four core modules – Teaching and learning in Higher education, Assessment in Higher Education, Curriculum, Context and Work-Integrated Learning, and Research for Enhancing Teaching and Learning.

Speaking at the launch of the project last week, Nombulelo Nxesi, CEO of the Education, Training and Development Practices (ETDP) Seta, says she’s hopeful that this pilot, initiated by CPUT, will expand to become a programme that is adopted nationwide.

“Now that the HDHET (WIL) project is taking off, we can monitor, evaluate and ultimately expand it to make a real contribution to the economic development of our country.”

Andile Blaai, of CPUT’s Advancement Department, says he’s delighted that the project, the brainchild of his department, the office of the Vice-Chancellor and the Transformation, Social Cohesion and Diversity Department has come to fruition.

Blaai worked tirelessly behind the scenes to secure buy-in and support from the relevant institutional personnel. These include George Mvalo, Manager: Transformation, Social Cohesion and Diversity, Dr Joyce Nduna, Director: Centre for Community Engagement and Work Integrated Learning and the VC’s Office.

Blaai is especially appreciative of the ETDP SETA, who provided the financial support without which the FETs would not be on board.

“Not only is this a strategic move towards human capital development at both CPUT and the FET colleges, it will also see improved articulation between the two types of institutions. And in the mid-to-long term, the project aligns perfectly with the National Skills Development Strategy.”

By Jan Weintrob

Written by CPUT News
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

A group of Industrial Engineering students are set to hit the ground running when they start their Work Integrated Learning (WIL) programme early next year.

The class is participating in the Employability Improvement Programme, which sees them complete various tasks based on Kaizen methods. These methods demonstrate the importance of workflow, time management and the correct utilisation of resources in the workplace.

This initiative is a colloboration between the Department of Higher Education and Training and the Japan International Cooperation Agency. The pilot was rolled out earlier this year at universities and lecturers from the Faculties of Engineering Applied Sciences participated in the training.

Realising the benefits of this innovative programme, Work Integrated Learning Coordinators for Industrial Engineering, Desiree Jaftha and Reginald Rispel, piloted the training and their efforts have already paid off.

COMPLETED: One of the trucks manufactured by students

“We implemented it on a trial basis and it has helped bridge the gap between the employers’ expectations and the expectations of the students,” says Rispel.

The programme sees students work in an assembly line and hand-assemble more than 20 miniature size trucks, with the process timed and monitored. This exercise also improves student’s soft skills like teamwork, innovation and time management.

Jaftha says they have had positive feedback from companies.

“The mentors usually guide students for the first three months, but this time they say students are able to identify problem areas and recommend strategies for waste elimination immediately after entering the workplace,” she says.

Through this intervention students have managed to bring about huge cost savings in manufacturing and service delivery companies, with several securing permanent contracts at the companies were they are currently placed.

“We see significant value in this training and decided we need to train all our students before they go into the workplace.”

The Employability Improvement Programme is now a permanent feature in the Industrial Engineering curriculum.

ASSEMBLY LINE: Each student has their own work station and has to perform a specific task in manufacturing of the trucks

Written by Candes Keating
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Provides coverage for the Engineering and Applied Sciences Faculties; the Bellville and Wellington Campuses, and research and innovation news.

The Service-Learning and Civic Engagement Units, Centre for Community Engagement and Work Integrated Learning (WIL) collaborated with Belvue Primary School on a food garden project.

The school established a garden club called Green Fingers comprising of approximately 35 learner who showed a keen interest in gardening and food security. The Covid-19 pandemic had a negative impact on the activities of the Green Fingers and that was when CPUT stepped in to support the school to revive the club. The 12 Shades of Green, Community Engagement Student Leadership Academy project team in conjunction with the Advanced and Postgraduate Horticulture Sciences students supported the team’s activities by demonstrating various essential lessons in respect of gardening and the importance thereof.

The school principal, Andy Josephus welcomed CPUT students and thanked them for availing themselves in making the event successful. Formalities were followed by quizzes, various activities and planting of seedlings. Jacqui Scheepers, Manager of Service-Learning and Civic Engagement, said the units have a long history of collaborating with the school as it is also the National Senior Certificate Examination venue for CPUT’s Second Chance Matric Rewrite project.

“The commitment of the community engagement student leadership academy project teams has been next level. Taking initiative and wanting to contribute towards society at large is commendable. The student teams have grown on us as a unit. Seeing them grow and develop makes my heart happy. They have proven themselves in respect of flying CPUT’s flag high and committing to the third pillar of our University’s vision 2030 strategic blueprint,” said David Haarhoff, project lead.

Learners learnt that food is very important and its very important to have a garden and that planting is good for the earth. Community Engagement which includes both Service-Learning and Civic Engagement at CPUT offers authentic learning experiences for all who participate. “CPUT will continue to demonstrate and live its Vision 2030 through community engagement initiatives like these which serve both students and learners,” said Scheepers.

Written by Aphiwe Boyce
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

The Service-Learning and Civic Engagements Units, Centre for Community Engagement and Work Integration Learning (WIL) recently hosted a Community Engagement International Student Leadership Conference.

The conference attracted students, academia and professional nationally and Europe. Students forming part of the Community Engagement Student Leadership Academy at CPUT committed to implementing various projects within communities to contribute toward the sustainable development goals of the United Nations. The goals include the following: 1: No poverty, 2: Zero Hunger, 3: Good Health and Wellbeing, 4: Quality Education, 5: Gender Equality, 7: Affordable and clean energy, 8: Decent work and economic growth, 11: Sustainable cities and communities and 12: Responsible consumption and production, with Goal 6: Partnerships. Further to this, students were also expected to align their respective projects with the graduate attributes as fostered by CPUT.

Throughout the leadership academy students were exposed to various topics including but not limited to:

• Global, national, regional, and local perspectives relevant to CE
• CE Philosophies, ethics and values, theories, and concepts
• Leadership and teamwork in CE
• Building bridges through partnerships and networks for CE
• Civic responsibility and social justice
• CE Project management practical tools and strategies
• Reflection and evaluation

The delegates were welcomed by the Director of Community Engagement and WIL, Prof Lalini Reddy who emphasised the importance of leadership in society. Manager: Service-Learning and Civic Engagement, Jacqueline Scheepers provided an overview of the leadership academy since its inception in 2015 and alluded to the critical need to build global leaders. Scheepers said the main objective of the leadership academy was to impact positively on “our”’ society through building and developing leadership skills and competencies. She emphasised the words of Archbishop Desmond Tutu, “Ubuntu is the essence of being human. Ubuntu speaks particularly about the fact that you can’t exist as a human being in isolation. It speaks about our interconnectedness. When you do well, it spreads out; it is for the whole of humanity”.

The event boasted a keynote address by Jean-Marc Johannes, Guinness World Record holder in skateboarding, founder of Fill the Gap, gold, silver and bronze medallist. Johannes encouraged students to rise above their circumstances. He said that nothing is impossible and that one has to push boundaries and strive for the impossible.

Students presented projects varying from food garden projects, gender equality, entrepreneurial business bootcamp, first aid projects, environmental and reducing waste, clean and affordable energy, quality education and business enterprise development. The Project Lead, David Haarhoff expressed his sincere gratitude to everyone who assisted in making this event a success. “Working within a community engagement environment encourages us to continually promote the spirit of ubuntu and commit ourselves to the broader goal of servant leadership. My heart is full, and I am extremely proud in terms of student’s growth and their dedication towards communities.”

Leadership Academy member, Sydney Hlongwane said: “The student leadership academy is more than just a programme. It is an incentive for personal growth, leadership development and an inspiration to build a better future. The student presentations at the international student leadership conference were testament of the dedication and hard work that went into the projects.”

The conference also featured inspiring guest speakers who shared their experiences in leadership and sustainable development goals, providing further motivation for the students to continue their remarkable work. The student leadership academy stands as a beacon of hope and empowerment for students, encouraging them to take leadership roles in future and to be good citizens within societies.

Written by Aphiwe Boyce

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

The Faculty of Education Work-Integrated Learning (WIL) Committee Members assembled on a very grey and rainy winter day to explore the current TP Model utilised within the Faculty of Education TP Programme.

WIL, better known as Teaching Practice (TP), is the process of uniting theory with practice within the place of work. Clive Brown, Intermediate Phase Teaching Practice Coordinator: Mowbray Campus, says for student-teachers developing to become professional teachers on-site within schools, “this process within their educational growth is always the most exciting part of their initial teacher education programme. To be afforded the opportunity to act in the role of a student-teacher during Teaching Practice placements is often filled with a complexity of emotions ranging from emotional distress and anxiousness to awe, happiness, and career satisfaction,” Brown remarks.

He says the exploration of the current and future TP Model should take into account the ever-evolving nature of Teaching Practicum not only within the South African context but also globally, where other regions encounter similar challenges and possible opportunities. “The reality of teaching in the South African context is transforming rapidly for newly qualified teachers venturing into the world of work. As they are known, the beginner or novice teacher should be readily prepared for the diverse typologies of schools in the South African context”.

Brown adds that according to the policy, Minimum Requirements for Teacher Education Qualification (DHET, 2015), all students should have a range of in-school learning experiences. He says the variation of schools could be those situated in rural areas, ex-model C schools, faith-based schools, gender-focused schools and quintile 1 to quintile 5 schools. “Therefore, diverse student-teacher exposure to varied contexts and individuals pivotally influences their professional learning. At the end of their undergraduate studies, the developing professional can consider a range of schools when setting out to seek formal employment.”

Brown continues: “Remarkably, CPUT Faculty of Education, the largest provider of teacher educators within the Western Cape, acknowledges that we cannot ignore the reality of numerous schools where student-teachers experience their practical learning. The truth is that many South African schools are plagued by a myriad of challenges, which has been exponentially detailed in the book of Professor Jonathan Jansen and Molly Blank (2014) titled: How to Fix South Africa’s Schools: Lessons from Schools that Work.”

As the shapers of future teachers for the world of work, there is a great need to (re)conceptualise the current Model of Teaching Practicum, a Reflective Practice Model that places significant emphasis on lesson designs and practical experiences, he observes. “As we reflected on the existing TP Model, it was highlighted that being a teacher is more than constructing lesson plans, creating worksheets and designing assessments. The CPUT 21st century newly qualified teacher should possess excellent graduate competencies based on their knowledge, skills and values obtained during the ITE programme.”

He says a beginner teacher must effortlessly incorporate digital skills within the learning environment, coupled with catering to the needs of each learner within the learning environment whilst ensuring that they treat each learner with the highest degree of humanness (CPUT Vision2030).

The WIL Coordinator, Dr Zena Scholtz, posits: “As a WIL Committee, we will continue to have robust dialogical engagements about the quality of teachers emanating from our faculty.” Brown asserted, “I am a proud product of CPUT. In 2003, fresh out of high school, I had hard-working lecturers moulding and shaping my thinking when I entered the ITE programme. Today, I am proud to work amongst many exceptional staff members. We at CPUT do not settle for mediocrity. We aim to deliver hard-working, newly qualified, and competent professional teachers to South Africa and the rest of the world”.

Written by Aphiwe Boyce

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

The Cooperative Education Unit, Centre for Community Engagement recently hosted a Work-Integrated Learning (WIL) Indaba at the Cape Town Hotel School.

Prof Lalini Reddy, Director for Community Engagement and WIL, welcomed the CPUT industry partners and articulated the urgency for continued partnership in relation to work-integrated learning. Reddy re-iterated the impact of work-integrated learning and the benefits thereof for students and their development.

The target audience for this event were industry partners who play an integral role in hosting the students for their WIL component requirement. The partners who attended this event are well represented across all six faculties. David Haarhoff, project lead, indicated that: “Initiatives of this nature are imperative for connectiveness between organisations and our University. Organisations invest a substantial amount of money and time in the development of our students and that is commendable.” The attendees showed tremendous interest and were very engaging.

The purpose of the engagement was to embark on meaningful engagement in terms of challenges, highlights and how to strengthen partnerships between key stakeholders for the greater good of work-integrated learning.

Haarhoff said the industry partners expressed their gratitude for the opportunity to engage in such a manner, saying everything was well organised. He added that the meeting with different industry partners and WIL Coordinators worked well for this event.

“The Centre envisages to embark on many more such initiatives for the greater good of students.”

Written by CPUT News
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.