An Exploration of Students Workplace Learning Placements Practice Of Universities in Uganda

Eric Douglas Kalanda, Francis Likoye Malenya and Elijah James Otiende
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Eric Douglas Kalanda: Faculty of Vocational Studies, Kyambogo University, Kampala, Uganda
Francis Likoye Malenya: School of Education Kenyatta University, Nairobi, Kenya
Elijah James Otiende: School of Education Kenyatta University, Nairobi, Kenya

International Journal of Research and Innovation in Social Science, 2020, vol. 4, issue 11, 203-211

Abstract: Workplace Learning (WPL) has increasingly attracted the attention of higher education in Uganda. The inclusion of students’ placement in the academic programmes as a recommendation by national council for higher education has given WPL a more legitimate platform. As WPL is embraced the organisation of students’ placement as a basis of its meaningful and effective implementation remains in doubt. This study aimed at examining the activities involved in organizing students’ placement in universities in Uganda towards having an efficient and meaningful students’ placement. The study was conducted on the pre, during and post placement activities to examine its organisation. From the findings, most of the key activities necessary for effective students’ placements were positively rated while students’ self-placement attachment, placement supervision, placement procedure, adequate access to training facilities and systematic feedback to the hosting workplaces were deficient. The study recommended that the higher education institutions should maintain the students’ participation in seeking placement and augment with placement MoU’s and scouting, facilitate and monitor placement supervision and establish systematic placement feedback procedures. The hosting workplaces ought to offer students adequate access to their facilities if their contribution to WPL is to purposeful.

Date: 2020
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