Work-Learn Integration

Authentic learning through Work-Learn is an integral aspect of the SIT applied learning pedagogy. The integration of classroom knowledge with real-world applications creates an authentic and hands-on learning environment with strong industry orientation. It also provides an engaging learning opportunity for students to acquire work-ready skills.

The Work-Learn Integration policy is guided by the following principles:

• Applied learning: Provide opportunities to integrate theory and practice, and to develop depth of knowledge and specialised skills in their chosen field. It will enable learners to develop a deeper understanding of the industry and have the opportunity to develop professional and transferable skills beyond the academic environment. Work-Learn Integration would provide an opportunity for learners to be “Thinking Tinkerers” and learn at the workplace.
   
• Exposure to the real-world environment in a relevant industry: Enable learners to understand the challenges faced in the current fast-changing economy by working in real industry environments, and to develop skills of adaptability, creativity, and innovation while adding value to the workplace. Learners would be able to develop the SITizen-DNA of “Able to Learn, Unlearn and Relearn” in the real-world environment.
   
• Innovation skills: Imbue learners with a mindset of seeking improvements and innovation at the workplace. Learners are required to come up with suggestions for a project of innovation or productivity gain, and these suggestions are a source of industry-relevant capstone projects that they can undertake. This would also contribute to developing the SITizen-DNA of “Catalysts for Transformation”.
   
• Professional Accreditation/Certification: Provide opportunities for learners to become industry-ready professionals with specialised skills. Work experience acquired may also contribute to professional accreditation and certification requirements.

Work-Learn Components

All SIT undergraduate degree programmes and SIT joint undergraduate degree programmes will have graded Work-Learn components. These are substantive components which involve close collaboration with relevant industries to provide real work experience for the learners in their fields of specialisation. Learners with prior exposure to specific work environment may seek exemption from various Work-Learn components, depending on the level and relevance of their prior and/or current work experiences. Programmes may introduce non-graded components as necessary, such as activities that complement the graded components.

As part of the learning continuum in Work-Learn, SIT requires the learner to identify potential productivity and innovation challenges in the company to be scoped as a potential capstone project. This will engender the mindset of a successful industry-ready professional in the learner, who is always on the lookout for challenges to improve workplace outcomes.

Work-Learn components are compulsory integral parts of the curriculum structures of all SIT/joint undergraduate degree programmes.

A 180-credit programme will have Work-Learn components of at least 20 credits, while a 240-credit programme will have Work-Learn components with at least 30 credits.

Work-Learn components may be credit and/or non-credit bearing and will include work attachment period(s). Credit bearing components may be allocated with approportionate number of credits across multiple trimesters.

The duration of the Work-Learn components may vary depending on the design of the programme’s pathway and/or curriculum needs. In general, for a 180-credit programme, the duration of the Work-Learn components should not be less than two trimesters, whilst those for a 240-credit programme should not be less than three trimesters.

Having capstone concurrent with work attachment period(s) of the Work-Learn components would also allow the learners to consult the industry during their attachment period(s) to formulate and sharpen the problem statements for the capstone project. Hence, where possible, work attachment period(s) should overlap with the capstone.

In situations where the work attachment is not possible due to extenuating circumstances, alternative arrangements may be made so long as the Work-Learn Integration learning objectives are met.

Learners’ reflection allows for articulation of the learning and development of professional competencies and technical skills through the Work-Learn component, and should be included as part of the assessment tasks for the learner.

Learners who possess prior relevant work experience may be considered to have fulfilled the relevant Work-Learn components, considering:

• whether the learners’ work experience is of a comparable standard to the level of experience learners could achieve should they undertake the relevant Work-Learn components, and
   
• whether the outcome anticipated by these Work-Learn components have already been sufficiently met.
  
  These learners would still be required to complete any unfulfilled component(s) of the module(s).