benefits of work integrated learning education

benefits of work integrated learning education While reviewing the literature on the subject of the impact of the Hospitality Curriculum at the Durban University of Technology on Work Integrated Learning. The researcher believes that one needs to deal with the issues separately, that is the issue of Work Integrated Learning firstly and then the issue of the Curriculum at the Durban University of Technology .The chapter reviews literature that is based on the above mentioned issues and it has been divided into different sections. The sections start to talk about Work Integrated Learning in general explaining what it is about and then goes on to talk about the history of Work Integrated Learning and how it was founded. The next idea deals with the importance of Work Integrated Learning, it is then followed by the Work Integrated Learning process and the next section talks about the benefits of Work Integrated Learning. The next area starts talking about the Hospitality Management curriculum at the Durban University of Technology a nd it goes into the next section which discusses the Work Integrated Learning process used at the Durban University of Technology. The trainees experience Work Integrated Learning is dealt with here and then it show the ideal Work Integrated Learning experience for a in service trainee. The next sections talks about Hospitality and leads on to the next section which gives an overview of the Hospitality Industry. The last section discusses the Hospitality Management Programs at different universities and institutions. 2.2.1 Work Integrated Learning (Cooperative education) According to Poppins and Singh (2005) Work Integrated Learning is referred to as an internship program by many people and it provides the learner with real life learning experiences. Work Integrated Learning is included in many academic programs and universities not only in South Africa ,but all over the world. There are many names that Work Integrated Learning is referred to and some of the names are internships, s andwich year, workplace learning and cooperative education. Work Integrated Learning can be defined when a student that is doing a tertiary degree program has a period in time where they undergo professional work in their field of study. It is said that by providing students with real life experiences it is one of the best methods to prepare the students for their future career. Similarly, Schuetze and Sweet(2003) state that there are debates whether the universities and colleges teach graduates the knowledge and skills relevant to work in a knowledge based economy. There are high demands on universities to provide and supply both highly trained workers. To meet their objectives universities have developed alternative strategies to prepare young people for work life and one of these strategies used is Cooperative Education which is also known as Work Integrated Learning. (Suskie, 2009:124) suggests that when students start Work Integrated Learning it is very important that they deve lop their goals and information should be collected by students on their goals from internal and external resources. The internal resources can be a college or universities, mission statement, vision statement and the experiences of recent graduates can be internal resources also. External resources can be goals of the industry, surveys or interviews of current employees. Nipson(2000) states that Work Integrated Learning has introduced the adult world of work to students and it has been described as a learning plan where students earn and with this the students can graduate with the knowledge and experience to be successful in their careers that await them. There are certain environments that support Work Integrated Learning and each of these environments should support a learner or a teacher and also provide support for interactions between the two for learning purposes. According to Wynn(2000) employers can reap many rewards from Work Integrated Learning as it is a less expensive means of recruiting and looking for future employees. It also reduces the cost of keeping existing employees and employers can evaluate the students without making a long term commitment to them.

Indonesia Development Case Study Example | Topics and Well Written Essays - 2500 words

Indonesia Development - Case Study Example Another major reason is the widespread corruption existing there. Rise in public expenditure and widespread reforms in judicial systems and police service can be suggested as the major policy options for alleviating the current situation. More focus needs to be given to the health and education needs of poor. These need assistance from international organizations like World Bank. According to (Seers 1989, 485), development cannot be measured in terms of economic development alone. This is because for economic development Gross Domestic Product is used as the main indicator. This indicator is only an aggregation and hence in a country with significant poverty, a luxury item like car will be counted more than an essential commodity like food items. Hence, GDP can overestimate the level of development in a country (Seers 1989 486). Further, economic development need not always lead to human development. It involves development in terms of combination of social, economic and political development rather than economic development alone. Therefore, development needs to be measured in terms of a combination of economic and social terms. Based on the above definition of development, the current level of development in Indonesia is assessed. The major indicators of development used are economic and social indicators. For indicating economic development, the growth rate of GDP, inflation, money supply, foreign exports and imports and foreign investments are used. The main social indicators used are population growth rate, infant mortality rate, life expectancy, school participation rate, adult literacy rate and unemployment rate.Further, the reasons for the current level of development are also examined. Finally, the main policies to be adopted for improving the current level of development are suggested. How to implement these policies and what assistance is needed for the country to improve the situation are also examined. 2. Current Level of Indonesia's Development and its Reasons In terms of economic development, Indonesia achieved considerable growth since 1966 (Hill 2000, 11).From 1969 to 1997, there has been a rapid rise of about 150 percent rise in GDP in Indonesia. In this period, service sector has been following the economy's overall growth very closely (Hill 2000, 11).The main reasons for the sustained economic growth in this period have been suggested as high investment rates and thereby rapid technological transfer (Dick and Vincent 2002,354).Money supply growth and Inflation were all under control in this period(Hill 2000,30). At present, Indonesia has an economic growth of 4.2 percent, which is the highest in South East Asia though this was less than the GDP growth of 6.2 percent in 2008(Asian Development Outlook 2009,136). This decline might be due to the global financial crisis of 2008. Private and government consumption grew by 5.4 percent and 18.0 percent while investment declined slightly in 2009. Service sector has been the major contributor to GDP growth followed by industrial and agricultural sector in 2009.Inflation declined to 2.7 percent in 2009 from 12.7 percent and poverty incidence measured by the national poverty line declined to 14.7 percent in 2009 from 15.4 percent. Net foreign investment inflows are $3.5 trillion in 2009 and balance of payments recorded a surplus. The trends in foreign trade show that the

Stats Essay Example | Topics and Well Written Essays - 1000 words

Stats - Essay Example The median age of the buyer is 46 years and the middle half of the buyer’s age is in-between 40 years and 52.25 years (interquartile range = 12.25 years). The minimum and maximum age of the buyers are 21 years and 73 years, respectively. There are 4 mild outliers (21, 72, 72, and 73 years) in the data, as one buyer age is under 21.6 years (below the lower inner fence) and three buyers age is above 70.6 years (above the upper inner fence). There are no extreme outliers in the data. b. As shown in the scatter diagram depicting the relationship between vehicle profits and age of the buyer, there appears a positive linear relationship between vehicle profits and age of the buyer. The profits on vehicles for younger buyers are less as compared to the profits on vehicles for older buyers. Thus, Applewood Auto Group’s marketing departments belief that younger buyers purchase vehicles on which lower profits are earned and the older buyers purchase vehicles on which higher profits are earned is correct. d. Based on the above analysis, the Applewood Auto Group should go ahead with the advertising campaign as planned. The correlation coefficient value of 0.262 suggests that there is a weak positive linear relationship between vehicle profits and age of the buyer. The coefficient of determination value of 0.068 indicates that buyer’s age explains about 6.8% variation in vehicle profit. Thus, the buyer’s age has a small effect on vehicle profit. However, since, the sample size is very large (n = 180), this relationship is statistically significant. Therefore, the Applewood Auto Group’s marketing department should use this information as part of an upcoming advertising campaign to try to attract older buyers on which the profits tend to be higher. As shown in figure 1, there appears an increasing trend in house prices in the UK, London and North East from 1986 until 2013. In the year 1986, the average house price in the London, North East and UK were