Adding Value to Open and Distance Learning Programmes in Nature Conservation Through Sustainability Related Work-Integrated Learning

Abstract

In response to worldwide criticism that universities do not produce graduates that are work ready, the incorporation of real-world learning experiences in curricula are gradually increasing. Work-integrated learning (WIL) presents one such option and provides opportunity to enhance both education ‘about’ and ‘for’ sustainability through the professional and social engagement between students, lecturers and industry. Taking a living lab perspective, this paper reflects on the progress, achievements and challenges experienced during a ten year partnership (2007–2017) between the University of South Africa (Unisa) and the Telperion Nature Reserve to offer quality WIL opportunities to undergraduate nature conservation students. Instead of formal placement at potential WIL providers, ten week-long, work-place based experiential excursions are facilitated by Unisa at Telperion per year. During these excursions students engage with tasks/projects related to sustainability, including amongst others, soil erosion control, alien plant control, veld condition assessment and water catchment management. This engagement provides opportunity for student-lecturer interaction in a stimulating milieu during which innovative teaching and learning can be fine-tuned and researched in living lab conditions. In addition to fact-based evidence on participation and success rates, this chapter utilises a qualitative methodology to reflect on lecturer and student experience, the value of a living lab as a learning environment and the realisation of sustainability learning through the Unisa-Telperion WIL programme.