000			01741nam a22001817a 4500
008			210817b2018 ||||| |||| 00| 0 eng d
020			_a9781527506770
082			_a378.013 DOR-N
100			_aDorasamy, Nirmala
245			_aCritical perspectives on work-integrated learning in higher education institutions / _cedited by Nirmala Dorasamy and Renitha Rampersad
260			_aUK _bCambridge Scholars _c2018
300			_a239 p.
365			_aGBP _b61.99
500			_aGovernments around the world are committed to enhancing students’ “graduateness”. Work-integrated learning (WIL) is one of the many programmes which Higher Education Institutions (HEIs) can develop to promote this facet of student life. The incorporation of work-integrated learning in curriculum design and development can produce reciprocal benefits for students, workplaces, professions and communities. Any curriculum design and development endeavour relating to WIL requires appropriate resources to support curriculum development.This book serves to explore WIL programmes and experiences for the student, WIL coordinator and supervisor. It further integrates practical, relevant and reflective industry experience within the higher education curriculum to enhance student development. WIL has no uniformly or specific framework or approaches since it is an emerging field and is generally influenced by contextual factors. In view of the diversity in theory and practice and different purposes, whether pragmatic or practical, driving the adoption of one approach over another, this book highlight sthe diverse approaches that encapsulate WIL in South Africa.
650			_aEducation, Higher
650			_aEducation, Cooperative
650			_aPracticums
999			_c67150 _d67150