Helping matrics with work-integrated learning

Mealine Coopasami looks at a bid to make workforce entrants more employable

AS THIS year’s matric pupils prepare for their final exams, they are likely to enter this critical stage of their young lives with great optimism or trepidation.

Foremost on the minds of many Grade 12 pupils in Kwazulunatal, and the rest of the country, is the desire to achieve top marks in their exams, which would enable them to secure entry into tertiary institutions.

Those seeking to further their education and forge a career in the rapidly growing tourism industry, in particular, might be on to a good thing.

Those educated in the field of tourism and hospitality are increasingly sought after because of the swift development of South Africa’s tourism industry, which strives to meet global standards.

Kwazulu-natal is a worldrenowned tourist destination with a host of attractions, from stunning beaches to unforgettable views of the Drakensberg mountains, historic battlefields and majestic wildlife.

So the Department of Higher Education and Training has encouraged tertiary institutions to provide deeper learning in this field.

And they have given the thumbs-up to institutions incorporating work-integrated learning (Wil) programmes in their curricula.

Wil has the capacity to assimilate students’ theoretical knowledge into a practical application, helping the industry select candidates of the highest quality.

It ties in with the practical development of a pupil’s learning. They are encouraged to develop their soft skills such as communication, punctuality, working within a team and leadership skills, through handson interaction with seasoned employees in the industry.

This type of practical training is intended to motivate students to gain valuable insight through their involvement in the work environment, preparing them to move into a career in the field of tourism.

The knowledge and learning that students derive from Wil helps them settle and adjust more quickly when they enter the work environment.

Feedback from organisations indicated undergraduate students had been ill-equipped and underskilled to cope with the strain in the workplace.

Companies also endorse the Wil programme because it is different from the predictable and controlled learning previously dished out at tertiary level.

Company heads believe it’s vital for newbies to enter the field with improved self-awareness to enable them to cope with the rigours of the ever-changing world of tourism.

From a theoretical background, a study was conducted on tourism students at a Durban-based educational institution. The main purpose of the study was to investigate how the Wil programme affected students regarding their assimilation into the work environment and perceptions of the tourism industry.

It was established that students had been apprehensive about their state of readiness for the work environment, but the programme had helped to reduce their nervousness and anxiety.

They expressed a sense of empowerment when they underwent the programme because they believed it had increased their employability after graduation, as companies often sought to employ the bestperforming interns.

The study also revealed the students’ perceptions of the tourism industry stemmed from their theoretical study and interaction with others who came before them.

As a result of their involvement in a productive and energetic work environment, those with a good Wil experience went on to further their careers and education in the tourism industry.

This led to a greater pool of dynamic thinkers and highly trained human resources being made available to the industry.

A well-trained and educated work force is crucial to the success of any economy.