A review of work-integrated learning in South African mining engineering universities

Abstract

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.