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A NEW MODEL FOR CURRICULUM DESIGN AND DELIVERY

WHY A PROJECT ON
DUAL HIGHER EDUCATION?

DHEP
Initiate innovative
and collaborative partnerships
between academia and industry
Explore the applicability of the
DHE model in the
South African higher education sector
Conduct pilot work
and develop DHE
as a specific
curricular model for
higher education programmes
Target all
universities
(traditional, comprehensive
and universities of technology)
Funded by the National Department of Higher Education’s University Capacity Development Grant (UCDG)

The DHEP strongly aligns to the key policy goal of the WP-PSET for improving the relationship between education and training and the world of work a more coherent approach to the integration of workplace-based learning (WPBL) into the curriculum. It also supports the goals and outcomes of the recently released National Skills Development Plan 2030 with its emphasis on the development of appropriate interventions by education and training institutions to address the demands of the labour market in terms of skills development.

The Dual Higher Education Project (DHEP) aims to contribute to one of the key goals of the University Capacity Development Programme (UCDP) to promote the transformation of university curricula in South Africa and be more responsive to the contextual challenges we face in society. This particularly includes the development of graduates who can participate meaningfully through useful work, but extends to:

  • Potential to encompass the whole development of students

  • Enhancing the capacity of teaching staff

  • Building university–industry relations

 
 

GRADUATE AND YOUTH UNEMPLOYMENT IN SOUTH AFRICA

WHY IS THERE CAUSE FOR CONCERN?

Young people face certain challenges in their work-seeking endeavours, namely:

  • Access to postsecondary education

  • Mismatch between university programmes and expectations of employers

  • Realities of the digital society and economy (4IR)

  • Major changes in the world of work

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As technological breakthroughs rapidly shift the frontier between the work tasks performed by humans and those performed by machines and algorithms, global labor markets are undergoing major transformations. These transformations, if managed wisely, could lead to a new age of good work, good jobs and improved quality of life for all, but if managed poorly, pose the risk of widening skills gaps, greater inequality and broader polarization.

WORLD ECONOMIC FORUM REPORT (2018)

Graduates who are equipped not only with specialised skills, but also with soft skills such as critical thinking, agile problem solving and an understanding of work culture 

Better integration of WPBL and recurricularisation of national qualifications geared towards employabilityadaptibility and upskilling the workforce of the future

Well-adjusted graduates and entry-level employees who are ready for the imminent challenges and demands of the world of work

Learning programmes that are aligned to workplace requirements and stronger links between universities and industry

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A CURRICULAR MODEL IN ITS OWN RIGHT

WHAT IS DUAL HIGHER EDUCATION?

INDUSTRY REQUIREMENTS
Conceptual orientation
UNIVERSITY
Theory /  procedural
COLLABORATIVE RELATIONSHIP
Contextual orientation
INDUSTRY
Practice / applied procedural
CUSTOMISED CURRICULUM
  • A specific and alternative curricular model that seeks to find strong industry–workplace links.

  • An approach to curriculum transformation and closer industry–university collaboration.

  • Disciplines that are fit for specific societal sectors – both professional and vocational.

  • Supports employability through a combination of theory and practice on a larger scale than any other model currently practiced in South Africa.

  • Develops knowledge and skills that are relevant to a specific field of competence, including a range of graduate attributes that are commonly referred to as soft skills focusing on

    • collaboration with others

    • critical thinking

    • synthesising different knowledge contexts

    • applied problem solving, and

    • adjusting to the work culture.

Fostering interdependence between the systematic application of newly learned theoretical knowledge in practical contexts and the theoretical reflection of practical experience is dual study programmes’ challenge.

WOLTER & KERST 2015 (p. 521)

 
 

MAIN FEATURES OF THE PROJECT

HOW WILL THE PROJECT BE STRUCTRURED?

1   RESEARCH

Conducting research on the feasibility of dual education in South African higher education.

3   POLICY RESTRUCTURING

Restructuring policies for programme approval and accreditation, including funding of DHE adoption.

5   PILOT IMPLEMENTATION

Implementing pilot programmes at any (if not all) of the four universities in the Western Cape (and beyond).

2   DEVELOPMENT OF DHE MODELS

Developing DHE models for integration into academic programmes at tertiary institutions.

4   CAPACITY DEVELOPMENT

Building capacity in university staff and support personnel to roll out and incorporate dual education in the curriculum.

6   EVALUATION

Developing evaluation and quality assurance measures to govern implemented DHE models.

 
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JOIN THE CONVERSATION

WANT TO GET INVOLVED?

Fill in our contact sheet and become part of the DHEP community. We will add you to our database as a key project partner to receive progress updates, invitations to research forums and workshops, and info on other ways of getting involved.

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How can you contribute?

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