DUT WIL Policy

DUT WIL Policy

Assessment – Regular progress reports or One Report


In this policy the following definitions apply:


The academic learning process is extended into the workplace through on-the job learning experiences which are integrated with the learning objectives of the progrme. It provides progressive experiences in integrating theory and practice. (Acknowledge is created through the transformation of experience@ - KOLB)

On-the job learning experiences may occur in commerce or industry (WORK-INTEGRATED LEARNING) or it may occur with a community (SERVICE LEARNING) or both.

EXPERIENTIAL LEARNING is a defining element of a holistic educational strategy (Co-operative Education) which advocates the formal integration of structured real-life experiences (WIL/SL) into the curriculum and highlights the University of Technology’s responsiveness to the broader community.

EXPERIENTIAL LEARNING is an umbrella term which includes experiential learning strategies such as:

Clinical training/ practice;

Teaching practice (in Education programes);

Professional practice;


In-service learning;

Work-based learning



To enable the achievement of consistent high quality practices and procedures for Experiential Learning for DUT’s students.

1.The specific objectives to be achieved by this policy are:
 (i)The inclusion of formal credit bearing Experiential Learning in approved academic  programes offered by the institution.
 (ii)To ensure responsiveness to national imperatives, industry and / or community needs.
 (iii)  To develop the competencies of students through the integration and application of knowledge, skills and values in an authentic context.



a.Student Placement

 The University will make every effort to facilitate relevant Experiential Learning placement for students. However, the University cannot guarantee Experiential Learning placement. Where placements are unavailable or limited, the University may develop options for students so that they may complete the programe. Such options may vary from programe to programe but will be consistent with established practices for Experiential Learning in that programe.

b.The Workplace / Learning sites

All Experiential Learning sites must be approved by the University (in conjunction with relevant professional bodies). The approval will detail which outcomes may be achieved at that site.


3.1 Learner guides for Experiential Learning must be given to all students.

3.2 Mentoring procedure to be developed in each academic programe enabling students to: recognise strengths and weakness in their work, to develop existing and new abilities to gain knowledge in the work place.


4.1 Appropriately qualified and experienced academic staff will visit Experiential Learning sites to monitor students that have been placed for EXPERIENTIAL LEARNING .

4.2 The students will be monitored as per the programe requirements.

4.3 Monitoring systems must include an early warning check to:

(i) Identify students who are in danger of not meeting all the requirements for the satisfactory completion of EXPERIENTIAL LEARNING, and
(ii)  Identify unacceptable / inappropriate placement sites.



5.1 EXPERIENTIAL LEARNING assessment practices must be aligned with the relevant DUT policies and procedures, that is, the Assessment Policy, and the Policy and Procedures for the appointment of Examiners and Moderators and any other relevant policies.
5.2 It is acknowledged that in Experiential Learning all partners may not be in possession of formally recognized qualifications. Therefore, when appropriate, motivation should be made through Faculty Board.
5.3 All Experiential Learning must be assessed through collaborative partnerships
5.4 All Experiential Learning must be moderated.
5.5 Accountability for assessments rests with the HOD and all requirements of statutory bodies/boards must be met.
5.6 Well structured assessment criteria and procedures must be detailed in the learner guides and must be brought to the attention of mentors, both workplace and academic.
5.7 Assessment procedures must be approved by Faculty Board (supported by motivation).
5.8 Learner guides must clearly state the requirements for re-assessment of Experiential Learning i.e. students who do not satisfactorily achieve all the learning outcomes.
5.9 The students will be assessed as per the programe requirements.  Requirements for pass/fail will be clarified by the department.  All requirements will be clearly stated in the departmental handbook. 


6.1 Formal agreements acknowledging the role of each party must regulate the partnership between the University, the private and public sector and communities.

6.2 Advisory Boards

(i) Each programe or cluster of programes will have at least one advisory board.
(ii)  EXPERIENTIAL LEARNING will be one of the standing items for advisory boards.


7.1 Staff Industrial/Work Release

The University will support the industrial/work placement of academic and academic support staff for the purpose of updating their practical skills and keeping abreast of developments in the field. Such placements may also be implemented as a staff exchange  program with a specific industry/workplace.  The University will consider the use of sabbatical leave for staff industrial/work placements

7.2 Work-Preparedness Program

Orientation of students for Experiential Learning or graduate placement will be achieved via a
work-preparedness program.

7.3 Partners

The institution will facilitate the preparation of partners with regards to the requirements for Experiential Learning (including student learning, assessments, monitoring, mentoring).

The student will be entitled to the same rights as when based on campus.
(Refer to DUT Occupational Health & Safety Policy)


Students engaged in experiential learning are subjected to the same regulations as when based on campus.


EXPERIENTIAL LEARNING in each programe will be subjected to the same academic quality rigour as any other academic offering in the University in alignment with the DUT’s Programe Review & Evaluation/Cross Institutional Review & Evaluation policies and procedures and with the HEQC criteria as the minimum standard.


What are Learning Outcomes
Learning Outcomes are concerned with the achievements of the learner rather than the intentions of the teacher.  (Adam, 2004)

University of Exeter (2004) defines Learning Outcome as:

An expression of what a student will demonstrate on the successful completion of a module.

Learning outcomes:
are related to the level of the learning;
indicate the intended gain in knowledge and skills that a typical student will achieve;
should be capable of being assessed.

2.2 Approval of Work Station
All employer work stations shall be approved by the University prior to a student being placed with the Employer.  The approval processes involves an on site visitation by the University.  The University will establish whether the employer has the necessary resources in order for the student to achieve all the work integrated outcomes of the specific Qualification.  The resources will include the availability of relevant training equipment and a suitably qualified and experienced Mentor.

After a workstation is approved, the University shall issue a Certificate of Approval valid of 3 years.
Employers requiring assistance in-order to become compliant as an Approved Employer, should contact the University.

2.3 Training Programe
The Employer is required to develop a training programe that briefly outline the tasks and duration of each task the student will be exposed to, in order to meet the learning outcomes of the work integrated module. 

The Training Programe list of Topics of Tasks with brief descriptions of each task and the approximate duration of the Task in days, weeks, months. The Training programe is a dynamic document and may be edited on ongoing basis.

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