Developing University Work-Based Learning for Engineering Industries in Sub-Saharan Africa: A Case Study of the Kingdom of Eswatini

Overview & Synopsis

The 2021 UNESCO report 'Engineering for Sustainable Development' indicates the need for engineering education to shift its approach towards developing competencies capable of solving complex interdisciplinary problems. Moreover, the report highlights the role for a quality system to support lifelong learning of engineers and technologists. Additionally, the UK Royal Academy of Engineering (2020) recognised that there is a global shortage of engineering skills (in both quantity and potentially quality). Work-based learning, that sees co-creation and co-delivery of engineering programmes between university and industry, has the potential to address these challenges. Whilst University accredited work-based learning (WBL) programmes are found in many countries, WBL is not currently a common approach in Sub-Saharan African engineering education. This paper will present results from an ongoing Royal Academy of Engineering funded project developing a work-based learning programme in engineering in the Kingdom of Eswatini– adopting a Log-Frame approach. The WBL programme is being co-designed by The University of Eswatini and local engineering industries with the aim of improving the quality and quantity of currently employed engineering practitioners. Specifically, the paper will highlight some of the emergent national and university policy dimensions supporting the development of WBL – such as a National Qualifications Framework and Recognition of Prior Learning – as well as questionnaire results indicating the original awareness of WBL amongst industry and the subsequent need to raise awareness of WBL and its benefits. Finally, the adaptation of the curriculum development approaches that support co-creation of a WBL programme under Covid-19 restrictions will be shared.