|dc.description.abstract||This study focuses on the compilation of guidelines for the implementation of cooperative
education in teaching and learning organisations, in the Gauteng region in South Africa.
Since no or limited guidelines exist in cooperative education in such organisations, it was
intended to determine the present position or status of cooperative education in such
organisations with the concomitant development of a conceptual framework and guidelines
that could act as directive in higher education institutions and industry, with regard to
At first a literature review was undertaken on the basic principles and nature of cooperative
education, with an analysis of the current status of cooperative education locally and abroad.
Special emphasis was placed during the literature survey on one of the components of
cooperative education, namely experiential learning, with its different forms of learning such
as work-integrated learning and service learning.
Traditionally, higher education institutions in South Africa, and especially universities of
technology and comprehensive universities, used a variety of terminology to describe the
principles and practice of cooperative education. This created much confusion among
academics in these institutions. A need for the standardisation of such terminology was
identified and an attempt was made to redefine the concept of cooperative education and
related terminology, to clarify this matter by defining cooperative education and related
Furthermore, a comparative literature survey was undertaken with regard to the best
practices in cooperative education on a national and international level. One of the most
important issues in higher education since the origin and implementation of cooperative
education is the strategic management of cooperative education. The various roles and
responsibilities of the relevant role players involved in cooperative education were researched
and recorded from literature. In consideration of the literature and on completion of the
empirical study, an integrated (eclectic) management structure for the management and
administration of cooperative education was proposed and described for higher education
Funding of experiential learning in higher education institutions in South Africa by the
Department of Education (DOE) is presently a serious concern. Without the proper funding of
the experiential learning endeavour, it would be rendered null and void. Literature, according
to a survey by the Committee of Technikon Principals (CTP) in former technikons, among
others, indicated that funds from the DOE allocated in the form of subsidy and earmarked for
experiential learning were not used for its intended purpose, and that such institutions did not
deliver satisfactorily with regard to experiential learning. The consequence was that
government subsidy for experiential learning in universities of technologies (the former
technikons) was ceased, with serious implications for its implementation on operational level.
Literature revealed that similar experiences were encountered historically in the United
States of America (USA).
Many challenges have been identified in the literature on cooperative education, such as the
initiation of new strategies and the need to promote research and development in
cooperative education. Future perspectives indicated a confirmation for the need for
innovation and continuous improvement for cooperative education, locally and abroad.
Finally, the literature review confirmed that cooperative education locally and abroad creates
the "cutting edge" for higher education institutions.
An empirical study involved students, heads of academic departments in higher education
institutions and supervisors in industry, to ascertain the current status with regard to the
basic principles and nature of cooperative education as well as best practices in cooperative
education. Thereafter, a conceptual framework with concomitant guidelines was developed
and compiled for cooperative education for teaching and learning organisations.
Supported by a literature survey which highlighted the importance of quality assurance of
experiential learning as one of the components of cooperative education, a quality assurance
conceptual framework to be used in the quality management of experiential learning for
learning programmes in higher education institutions was described.
Finally, various recommendations and guidelines have been proposed for the implementation
of cooperative education in teaching and learning organisations in the Gauteng province in
Keywords for indexing: cooperative education, work-based learning, work-integrated
learning, experiential learning, experiential training, in-service training, placement of learners
in industry, preparation of learners for experiential learning, placement of learners,
monitoring/mentoring of learners, assessment of learners, debriefing of learners, research in
cooperative education, management information systems in cooperative education,
marketing of cooperative education, management models, models of cooperative education,
companies in cooperative education, best practices in cooperative education, industrial
liaison, partnerships with industry, training of learners in industry, nationally and internationally
exchange/placement of learners, quality management, skills development and
literacy development, learnership and skills programmes.||