Work-Based Learning Programme
Placement 2012
Orientation Session
Work-Based Learning
(WBL)
Set up since 2007 through the England-Africa Partnership
(EAP) Programme
in collaboration with
Work-Based Learning
A programme that aims to prepare you for the
world of work
Objectives
•to acquire practical skills and knowledge;
• to develop the right attitude;
• to transfer knowledge obtained at the University
to the work place;
•to work alongside with professionals in their
respective field of practice;
•to make you fit for purpose and practice;
•to develop a work ethics culture.
Work-Based Learning
• The general purpose is to provide students with
work experience and with long term educational and
vocational benefits
A.Stern (1997)
•Academic Achievement remains a vital component
for graduate success in the labour market
•Employers increasingly looking for “Something Extra”
which makes a candidate stand out from the crowd
Work-Based Learning
•Something Extra :
skills
experience of work
ability to function
•After Graduation
Qualification
Look for Job
No Work Experience
Interviews
No Job
Work Experience
???
Employers Need and Evaluation Survey 2011
• Findings
-Employers find that our graduates are too bookish
-Recommend more interaction with organisations to
help UoM students have the balance between
theory and practice.
-Graduates find that their studies tend to be focused
on the theory with limited or no practical applications
-In general, the UoM graduates have rated their
learning experience as ‘Satisfactory’ although some
have highlighted the limited job prospects in
particular fields.
Employers Need and Evaluation Survey 2011
1
(%)
Degree of Importance
Very Low Very High
2
3
4
(%)
(%)
(%)
5
(%)
Average
Rating
Technical skills needed for the job
0.4
1.6
12.8
49.2
36.0
4.19
Adequacy of knowledge in the field
3.6
6.4
16.0
40.0
34.0
3.94
Ability to recognise and solve problems on
the job
Capacity to work with minimum supervision
6.8
1.2
18.4
36.4
37.2
3.96
0.4
2.0
24.0
38.0
35.6
4.06
Written communication/ Report writing
skills
Verbal communication/ Presentation skills
2.0
19.2
49.2
29.6
100.0
4.06
-
4.0
20.8
35.2
40.0
4.11
Teamwork
Time management
Decision making ability
Enthusiasm on the job
Initiative needed to fully complete tasks/
Pro-active
Remain accountable for actions taken
4.0
7.6
0.4
1.6
6.8
2.4
2.0
4.0
8.8
21.2
20.0
24.4
22.8
14.4
35.2
34.4
46.0
30.0
36.4
32.8
35.6
27.6
42.8
38.8
3.86
3.88
3.99
4.11
4.02
6.8
1.2
16.4
37.2
38.4
3.99
-
3.6
2.8
27.2
28.8
41.6
48.4
27.6
20.0
3.93
3.86
Skills and Attributes
Computer and numeracy skills
Leadership skills
Employers Need and Evaluation Survey 2011
-Other Skills & Attributes employers would like to see in
UoM graduates
Skills and qualities
Creativity / Innovation
Interpersonal skills
Practical approach
Adaptability & Flexibility
Planning & Organisation
Maturity
Professionalism
Dedication/ Commitment
Use of software
Critical thinking
Punctuality
Responsibility/ Reliability
Extrovert
No. of
respond.
21
21
19
16
16
15
14
13
12
9
8
8
7
Skills and qualities
Confidence
Customer-focus
Counselling
Result Oriented
Integrity
Curiosity
Humility
Multicultural sensitivity
Patience
Research skills
Ambition
Multi-skilled
Other
No. of
respond
6
5
5
4
4
3
3
3
3
3
3
2
11
Employers Need and Evaluation Survey 2011
-Employers’ satisfaction with UoM graduates
Employers Need and Evaluation Survey 2011
Comparison between overseas graduates and UoM graduates
UoM graduates are Number of
responses
%
respondents
Less Good
44
38.9
No different
37
32.7
Better
16
14.3
No comparison
10
8.8
Don’t Know
6
5.3
Employers Need and Evaluation Survey 2011
Aspects on which UoM graduates and overseas graduates differ
Inadequacies
Lack practical know-how
Are not pro-active
Are not open-minded
Are too academic/ bookish
Are not dynamic
Lack international exposure
Lack communication skills
Lack maturity
Lack professionalism
Lack interest in the job
Are shy and introvert
Lack interpersonal skills
Lack confidence
Number of responses
24
18
18
18
15
15
13
13
13
11
10
9
7
Employers Need and Evaluation Survey 2011
Importance of Work Placement
Employers Need and Evaluation Survey 2011
Time taken for UoM graduates to obtain a job
Work-Based Learning
UNIVERSITY
Setting
WORK
PLACE
Setting
Undergraduate Degree
(BSc/BA/BEng)
Core Technical
Skills
Postgraduate Degree
(MSc/MA)
Work
(Knowledge & Skills)
Postgraduate Degree
(PhD)
Work
(Knowledge & Skills)
Work-Based Learning
Work-Based Learning
My Benefits
• Integrate
in a real work setting
• Work with professionals
• Acquire practical skills
• Share my knowledge with others
• Create my own network (contact)
• Ideas for final year project/dissertation
• Recent Research proves that students
undertaking placement perform better in
their studies than those who do not.
Ref: Placements and degree performance: Do placements
lead to better marks, or do better students choose placements?
Driffield, N.L, Foster, C.S., and Higson, H.E,Aston University, Birmingham, 2011
WBL UNIT
Link Tutor
STUDENT
INDUSTRY
Mentor
Module
Weightage
Number of
Credits
PreRequirement
Placement
Period
WBL 1000
1
2
None
6-8 weeks
WBL 2000
3
2
WBL 1000
6-8 weeks
WBL 3000
5
2
WBL 2000
6-8 weeks
•Orientation Session
•Mentors’ Induction at work setting
•Link Tutor’s Visit
•Assessment & Portfolio Submission
• To engage fully during planned Work-based Learning in order to achieve the
stipulated learning outcome;
• To conform to the regulations and policies of the placement organisation;
• To maintain the confidentiality of any sensitive information concerning the
organisation and its business;
• To adapt to the placement organisation’s culture, methods, leadership and
programmes;
• To consult the supervisor in the event of any problems or concerns related to
the Work-based Learning;
• To notify the mentor of the placement organisation and University, in
advance where possible, of any absences or lateness from scheduled
work hours in line with the University protocol;
• To be an ambassador of the University when gaining Work-based Learning
experience.
• Assess on seven areas of core competencies
(1) Communication
(4) Problem Solving
(2) Team Working
(5) Using and Applying Numbers
(3) Improving Own Learning (6) Using Information Technology
and Performance
(7) Professional Development
(Detailed in module practice document )
• Mentor will make first assessment at mid-point
Formative Assessment
Provide Feedback
• Mentor will make final assessment at the end of the training period
Summative Assessment
(Confidential)
Final Result
• All evidences of learning outcome achieved have to be recorded by
the student and sign by the Mentor and the Student
• Link Tutor’s Visit and Comments to be recorded and signed by
the Link Tutor and the Student
• Portfolio must be completed and submitted by students to the WBL Office
at the Registry ,CPDL at latest Monday 16 July 2012
• Result will be out after the next examination board
• Portfolio will be kept at the WBL Office
• Portfolio remains the property of the University of Mauritius
Communication
-Demonstrates an understanding of the communication systems
which are in place in an allocated work setting
Answers
-Must relates how the people in the organisation communicate.
-How information/approval are passed from mgt to staff ?
-How staff are kept informed?
Sample
In a secondary school
There is direct interaction among the teaching staff. Departmental
meetings are organised where the HoD updates his staff about
mgt decisions. Issues & concerns that cannot be handled by the HoD
are referred to the Deputy Rector. Teaching staff communicates to the
Rector through their HoD. Urgent and important mgt decisions are
sent directly to the staff through formal circulars. Students, on their
side, liaise directly with their Form Master.
Communication
- Identifies the different types of communication channels and
modes/tools which are utilised in allocated work setting
Answers
-Must identify the comm. channels in place among the different
categories of personnel .
-What tools are used?
-E.g. how mgt reaches the mass of students, the teachers and
vice-versa
Sample
In a secondary school
At La Gaulette SSS, numerous types of communication channels and
tools are utilised: notice boards, departmental meetings, morning
assembly, mark book, order book, attendance card, student journal,
report book. There is normally a two-way communication within
people of the school.
[A.Amic, BA(Hons) French]
Communication
- Explains how the different sections/units/departments within an
allocated organisation/work setting communicate with each other
Answers
-Must reflect the coordination among the depts.
-Identify approval methods, info. that circulate, movement of files
Sample
In a hotel
Where I am posted at Le Touessrok, three departments work in
coordination namely Public Relation, Sales and Marketing. These
three departments communicate mainly through email, telephone, fax
and also face-to-face (verbal comm). Sometimes if an issue is not
clear, face-to-face communication is essential to clarify the issue.
[T. Azeghee, BSc(Hons) Marketing Mgt]
Communication
-Engages in defined aspects of communication interactions within an
allocated work environment
Answers
-Must state how you personally engaged yourself.
-Identify with whom you are working mostly everyday
Sample
In an NGOs
I attended regular meetings where I have the opportunity to discuss
my views with members of the staff. In addition, my mentor provide
support on my observation and report through face-to-face interactions.
I also worked with the administrative staff on an ongoing basis to better
understand the concept of letters, reports and projects of the
organisation. Furthermore, I have provided advice to children by
staying in the shelters and doing individual & group activities with
them.
[T. Boodhoo, BSc(Hons) Psychology]
Team Working
-Describe the mission, philosophy and goals of an allocated
organisation/work setting
Answers
-Must state clearly the mission and goals
Sample
In an NGOs
The mission of CEDEM is to provide a better future through quality
education to the children of Mauritius. Its action and philosophy are
based on seven main principles: the importance of family, quality
education, effective pedagogy, respect of human rights, training,
professionalism and team working. CEDEM’s main goals are to
promote and protect children rights, to rehabilitate children living in
difficult circumstances and to sensitize and provide support as well as
counselling to parents and the general public.
[T. Boodhoo, BSc(Hons) Psychology]
•How should I dress?
-Formal on the first day as you would go for your first day at work
-Same as the other professionals
-Some work settings have uniforms
-Avoid jeans, piercing, disco hair styles
•What if I am absent from placement?
-For one or two days, inform the mentor
-More than two days, inform the mentor and the WBL Unit
-Provisions should be made with the mentor for replacing missing
days in case of more than two days missed
-Will be penalised for absences without justification
•What if I submit the portfolio late?
-University regulations will apply same as for other modules
•What if I submit a blank portfolio?
-No record of evidence of achievement. Will get “N” as result
•What if I do not complete the training, do not return portfolio and do
not inform the WBL Unit ?
-Will Fail with grade ‘F”
•What if my mentor does not complete his part in the portfolio
(interview part)?
-Student will not be penalised. The interview part is optional.
However, it is recommended that mentors perform these so as to
ensure proper support of student’s achievement.
•What if my mentor does not sign in my portfolio for my attendance and
my record of evidence achieved?
-This may be interpreted that the mentor cannot endorse that the
student was present and has achieved what has been written as
evidence. To avoid being penalised, it is imperative that student
requests their mentor to sign off for them.
•What if no link tutor visit me?
-Student will not be penalised. In case there is need, the WBL Unit
may contact the mentor for feedback after the portfolio submission
•What if the link tutor visit me, but do not fill in his part in my portfolio?
-If this is because the student does not have his portfolio or the student
is away on the day of the link tutor’s visit, then student must ensure that
this part is completed before submitting his portfolio.
-In case the link tutor himself requests that he will do it afterwards, then
the WBL Unit will handle after portfolio submission.
•What if I do not get my WBL result after the next exam board?
-You should contact the WBL Unit immediately. This happen
particularly for students who have to repeat the year.
•I am in my final year of studies, will WBL delay my graduation ?
-You will graduate, the WBL result will be approved and therein
mentioned in your transcript afterwards.
Project Coordinator
: Mr. Abdool Mohabuth
Placement Coordinator : Miss Maliny Soobrayen
Office : Ground Floor, Centre for Professional
Development & LifeLong Learning
Educational Audit Document is for your organisation
One per organisation
Those that have been given the document, please
make your mentor complete the document and
you return it when you submit your portfolio on
16 July 2012
Slides may be viewed on: http://vcampus.uom.ac.mu/wbl
as from 29 May 2012