Addressing the total human being: work-integrated learning for ICT student

Abstract

Information and communication technology (ICT) is essential to the operation of business, and create many employment opportunities. High volumes of students graduate in ICT however students struggle to find job placement. To address the need for ICT skills, universities must create programs that meet the demands of a changing ICT industry. This requires a partnership between industry, universities and other stakeholders. The researchers explore a work integrated learning (WIL) approach where practical and theoretical knowledge are united and linked to industry needs. This paper explores the applicability and suitability of the work of Maslow and Dooyeweerd respectively to foster a holistic understanding of the student and his/her situation. The above methods provide tools for understanding softer issues beyond the technical skills required. This paper uses the Maslow hierarchy of needs and the aspectual analysis of Dooyeweerd to reflect on the total being of students registered for ICT WIL at Vaal University of Technology in South Africa. The study’s findings suggest that besides skills requirements, a deeper understanding and empowering students from being a student to a professional need to be understood and addressed.