http://hdl.handle.net/10500/490 2013-05-25T23:33:57Z http://hdl.handle.net/10500/2665 Best Practice in Cooperative Education Co-operative Education; CTM Standing Committee The competitive edge of technikons is founded largely in the practice of cooperative education. The World Association for Co-operative Education (WACE) defines cooperative education as a method of education that combines learning in the classroom (theoretical studies) with learning in the workplace (experiential learning). The importance of incorporating an experiential learning component into the various instructional components is illustrated by the comment that a competitive economy requires a close link between education and the world. The Green Paper on Further Education and Training states that the curriculum and qualifications framework of the future will require a profound shift away from the traditional divides between academic and applied learning, theory and practice, knowledge and skills, and head and hand. The success of co-operative education programmes depends largely upon close cooperation with commerce, industry, government and the community. It is hoped that this publication, which was compiled in a consultative manner with members from each of these sectors, will provide guidelines for promoting co-operative education and experiential learning at technikons and closer collaboration with these sectors. In addition to outlining guidelines for stakeholders in the existing co-operative ambit, it is important to note that legislation (i.e. the Skills Development Act of 1998 [3] and the Skills Development Levies Act of 1999) provides opportunities for technikons to consider the challenges that lie ahead in the provision of skills programmes and learnerships. Although experiential learning and learnerships appear to demonstrate synergy in many respects, there are also subtle differences between the two approaches that need to be taken into account. 2000-01-01T00:00:00Z http://hdl.handle.net/10500/2664 Essentials of co-operate education practice CTM Standing Committee; Co-operative Education The competitive edge of technikons is founded largely in the practice of ooperative education. The World Association for Cooperative Education (WACE) defines cooperative education as a method of education that combines learning in the classroom (theoretical studies) with learning in the workplace (experiential learning). The importance of incorporating an experiential learning component into the various instructional components is illustrated by the comment that “a competitive economy requires a close link between education and the world”. The Green Paper on Further Education and Training states that the curriculum and qualifications framework of the future “will require a profound shift away from the traditional divides between academic and applied learning, theory and practice, knowledge and skills, and head and hand". The success of co-operative education programmes depends largely upon close cooperation with commerce, industry, government and the community. It is hoped that this publication, which was compiled in a consultative manner with members from each of these sectors, will provide guidelines for promoting cooperative education and experiential learning at technikons and closer collaboration with these sectors. In addition to outlining guidelines for stakeholders in the existing cooperative ambit, it is important to note that legislation (i.e. the Skills Development Act of 1998 and the Skills Development Levies Act of 1999) provides opportunities for technikons to consider the challenges that lie ahead in the provision of skills programmes and learnerships. Although experiential learning and learnerships appear to demonstrate synergy in many aspects, there are also subtle differences between the two approaches that need to be taken into account. 2000-01-01T00:00:00Z http://hdl.handle.net/10500/2575 Cooperative curriculum development and mechanisms to ensure continued relevance Baird, Deon P.; Groenewald, Thomas Co-operative education as practised by technikons in South Africa involves far more than the placements of students for experiential learning and the administrative systems supporting it. This paper elaborates on two very important aspects of co-operative education, namely co operative curriculum development and continuous consultation. Schneider's original philosophical basis for co-operative education is revisited. The potential deeper learning is emphasised and the importance of reflected learning highlighted. The latter is directly linked to curriculum development. The economic performance, needs and demands of a country tend to be directly influenced by the curricula of the country's education system. The relevance of the marketing concept and the similarity between curriculum development (education) and product development (an aspect of the marketing mix) are illustrated. The present curriculum development process for technikons in South Africa is outlined in this paper. Because technikon curricula are industry-focused, continuous consultation is of the utmost importance to ensure continued relevance. Significant changes are foreseen for the technikon curriculum development process due to the introduction of the South African Qualifications Authority (SAQA) and the new National Qualifications Framework (NQF). Conference paper; Groenewald, T & Baird, DP. 1999 'Cooperative curriculum development and mechanisms to ensure continued relevance in the World Association of Cooperative Education. 11th world conference. The Global Workforce Strategies for the Future, July 1999, Washington, DC. [http://www.waceinc.org/pdf/Baird] 1999-07-01T00:00:00Z http://hdl.handle.net/10500/2574 The role of people in knowledge management and corporate intelligence : a case study Groenewald, Thomas A real-life intervention to improve the efficacy of an organisation’s electronic document management system (EDMS) is reflected upon. The organisation implemented an EDMS without ensuring ‘buy in’ from the staff. Against the backdrop of the knowledge/innovation economy or information society, the relevance of knowledge management and knowledge agility is reviewed in brief. The importance of aligning human resource management practices with knowledge management is addressed in brief. The business case for the intervention is discussed and the unfolding of the intervention outlined. Thereafter the discussion is expanded to three generations of knowledge management, a brief look at the learning organisation, and complexity theory. Article; Groenewald, T. 2003, 'The role of people in knowledge management and corporate intelligence : a case study', This paper was presented at the 7th Southern African Online Users Group Conference, Muldersdrift.[http://www.saoug.org.za/archive/2003/0313aa.pdf] 2003-06-05T00:00:00Z