Monitoring workplace learning as means towards international accreditation and recognition of professional chemical engineering technicians

Abstract

While workplace learning plays a significant part in engineering education the pedagogy and assessment thereof are still coming into being. This article aims at making a small contribution to the monitoring of work-integrated learning. The role of the Engineering Council of South Africa as an accreditation body, signatory of various international accords and the Dublin Accord, in particular, is considered. The path of engineering education, training and career development, in the context of the accords is illustrated. A common range of competencies is expected in accordance with the accords. Internationally, the structures and ways of engineering education differ substantially. In the South African context the criteria of the Council for Higher Education serve as guidelines for, among others, the work-integrated learning of engineering programmes. One criterion specifically pertains to monitoring. A qualitative study has been undertaken about the monitoring of the work-integrated learning modules of the National Diploma in Chemical Engineering. An earlier pilot investigation into monitoring served as an example. The administrative arrangements in the School of Engineering at the University of South Africa serve as backdrop for the study. The results of a purposive sample of 19 participants are presented.