Work-Integrated Learning as a Pedagogical Tool to Integrate Theory and Practice for TVET Graduates

Work-integrated learning is increasingly recognised as essential in providing recent college graduates with the employability skills necessary to successfully operate in a professional setting. This study explores the skills set required for sustainable employability of TVET engineering graduates. A conceptual framework that guided this study drew on Pavlova’s three pillars of sustainable development, viz. economic, environmental and social and on Singh Pillay’s notion of interface. The study was conducted at a TVET College in KwaZulu-Natal province to explore if there is an interface between skills acquired by graduates and the skills required by employers, with respect to their sustainable employability. The study seeks to answer the question: What skills set do Mechanical, Electrical and Civil Engineering graduates need for sustainable employability as recommended by national technical education curriculum policy and the employers? A qualitative case study approach was used to answer the research questions. Three types of data were generated from curriculum policy documents, open-ended questionnaires and semi-structured interviews. The data were analysed through document analysis, content analysis and the Braun and Clark thematic method. The study concludes that, although all the role players believe the interfaces exist as regards the key requisite skills set for sustainable employability of TVET graduates, the differences amongst the skills sets that stakeholders’ identified demonstrate inconsistency in this regard.