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Best Practice in Cooperative Education

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dc.contributor.editor Co-operative Education
dc.contributor.editor CTM Standing Committee
dc.date.accessioned 2009-10-09T12:57:19Z
dc.date.available 2009-10-09T12:57:19Z
dc.date.issued 2000
dc.identifier.citation CTM Standing Committee: Cooperative Education. 2000, 'Best Practice in Cooperative Education, South African Society for Cooperative Education in collaboration with the CTP. Florida, SA: Technikon SA. en
dc.identifier.isbn 0-620-25592-7
dc.identifier.isbn 0-620-25592-7
dc.identifier.uri http://hdl.handle.net/10500/2665
dc.description.abstract 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. en
dc.language.iso en en
dc.publisher South African Society for Cooperative Education in collaboration with the CTP en
dc.subject Cooperative education en
dc.subject Administration en
dc.subject Structure en
dc.subject Coordinator en
dc.subject Documentation en
dc.subject Curricula en
dc.subject Monitoring en
dc.subject Skills development en
dc.subject Mentoring in the workplace en
dc.subject Assessment of experiential learning en
dc.subject Recognition of prior learning en
dc.subject Advisory committees en
dc.subject In-house experiential learning en
dc.subject Placements en
dc.subject International placements en
dc.subject Graduate placements en
dc.subject Learnerships en
dc.subject Quality management en
dc.title Best Practice in Cooperative Education en
dc.type Book en


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