A work integrated learning (WIL) partnership model for higher education graduates to gain employment
- Govender, Cookie M., Taylor, Susanne
- Authors: Govender, Cookie M. , Taylor, Susanne
- Date: 2016
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/92569 , uj:20243 , Citation: Govender, C.M. & Taylor, S. 2016. A work integrated learning (WIL) partnership model for higher education graduates to gain employment.
- Description: Abstract: South Africa has embarked on a National Development Plan and Vision for 2030 to promote a triple helix partnership with education, government and industry to reduce the unemployment rate from 27% in 2011 to 6% by 2030. In support of this national imperative the Human Resources Management (HRM) Programme at the University of Johannesburg pioneered a Work Integrated Learning (WIL) Partnership Model to promote the employability of graduates. The WIL model allows students to gain workplace knowledge, skills and experience while industry partners observe the newly emerging talent in the form of future-fit leaders entering the world of work. Research was conducted to elicit the responses of key stakeholders on the proposed implementation of the WIL partnership model. Qualitative focus group sessions were facilitated with industry, academic and student groups to highlight common and profound perspectives on participant support, concerns and questions on the implementation process. Major findings reveal that all three groups of participants supported the implementation of the WIL model. Industry welcomed the model as it provided opportunities for recruitment and meeting national skills imperatives. Academics supported the model as it bridged the theory-practice gap while meeting compliance standards. Students supported the model as they gained workplace exposure and put theory into practice. All three participant groups expressed concerns and raised questions on placement, indemnity, confidentiality, work preparedness, time span, tracking processes and practice-theory alignment.
- Full Text:
A work integrated learning (WIL) partnership model for higher education graduates to gain employment
- Authors: Govender, Cookie M. , Taylor, Susanne
- Date: 2016
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/92569 , uj:20243 , Citation: Govender, C.M. & Taylor, S. 2016. A work integrated learning (WIL) partnership model for higher education graduates to gain employment.
- Description: Abstract: South Africa has embarked on a National Development Plan and Vision for 2030 to promote a triple helix partnership with education, government and industry to reduce the unemployment rate from 27% in 2011 to 6% by 2030. In support of this national imperative the Human Resources Management (HRM) Programme at the University of Johannesburg pioneered a Work Integrated Learning (WIL) Partnership Model to promote the employability of graduates. The WIL model allows students to gain workplace knowledge, skills and experience while industry partners observe the newly emerging talent in the form of future-fit leaders entering the world of work. Research was conducted to elicit the responses of key stakeholders on the proposed implementation of the WIL partnership model. Qualitative focus group sessions were facilitated with industry, academic and student groups to highlight common and profound perspectives on participant support, concerns and questions on the implementation process. Major findings reveal that all three groups of participants supported the implementation of the WIL model. Industry welcomed the model as it provided opportunities for recruitment and meeting national skills imperatives. Academics supported the model as it bridged the theory-practice gap while meeting compliance standards. Students supported the model as they gained workplace exposure and put theory into practice. All three participant groups expressed concerns and raised questions on placement, indemnity, confidentiality, work preparedness, time span, tracking processes and practice-theory alignment.
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Challenges and opportunities : mergers within mergers in the context of student counselling
- Taylor, Susanne, Snyman, Manda, Jogie, Fatima S.
- Authors: Taylor, Susanne , Snyman, Manda , Jogie, Fatima S.
- Date: 2014
- Subjects: Excellence of service , Mergers , Student counselling , University of Johannesburg. Mergers , Universities and colleges - Mergers
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/378852 , uj:5345 , http://hdl.handle.net/10210/12691
- Description: The University of Johannesburg was established on 1 January 2005 as a result of the merger between the Rand Afrikaans University and the Technikon Witwatersrand. The focus of this paper is not on the high-level merger aspects, but rather on the internal ‘merger within the merger’ of the various Units, Institutes, Bureaus and Divisions dealing with the psycho-social and career-focused activities within the University. The discussion is presented in a case study format, reflecting and tracking the actual merger process, from inception to implementation along tight timelines. Challenges and opportunities that have emanated as a result of the development of quality promotion processes and activities within PsyCaD are presented in terms of their significance for the promotion of quality and the operation of PsyCaD as a fully contributing Centre under the University’s strategic plan, while providing excellent service delivery, promoting entrepreneurship, supporting the implementation of new ideas, generating income and being responsive to community needs.
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- Authors: Taylor, Susanne , Snyman, Manda , Jogie, Fatima S.
- Date: 2014
- Subjects: Excellence of service , Mergers , Student counselling , University of Johannesburg. Mergers , Universities and colleges - Mergers
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/378852 , uj:5345 , http://hdl.handle.net/10210/12691
- Description: The University of Johannesburg was established on 1 January 2005 as a result of the merger between the Rand Afrikaans University and the Technikon Witwatersrand. The focus of this paper is not on the high-level merger aspects, but rather on the internal ‘merger within the merger’ of the various Units, Institutes, Bureaus and Divisions dealing with the psycho-social and career-focused activities within the University. The discussion is presented in a case study format, reflecting and tracking the actual merger process, from inception to implementation along tight timelines. Challenges and opportunities that have emanated as a result of the development of quality promotion processes and activities within PsyCaD are presented in terms of their significance for the promotion of quality and the operation of PsyCaD as a fully contributing Centre under the University’s strategic plan, while providing excellent service delivery, promoting entrepreneurship, supporting the implementation of new ideas, generating income and being responsive to community needs.
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Creating future-fit leaders : towards formalising service learning in university programmes
- Taylor, Susanne, Spowart, Jane
- Authors: Taylor, Susanne , Spowart, Jane
- Date: 2014
- Subjects: Service learning , Experiential learning
- Type: Article
- Identifier: uj:5348 , http://hdl.handle.net/10210/13142
- Description: Service learning as a form of experiential learning has become a more common component in higher education in South Africa. The aims of service learning (SL) may be briefly stated as engendering a sense of civic responsibility in students prior to their entering the world of employment. SL is, by definition, a mutually beneficial arrangement, during which both parties derive benefit and contribute to the exchange of learning. SL is a formal component of qualifications and, as such requires that suitable SL placements in community settings are identified. This necessitates that partnering agreements are concluded, that both the student and community hosts are prepared for the SL and that assessment and feedback occurs. The Faculty of Management at the University of Johannesburg in South Africa prides itself on educating future-fit leaders. This is accomplished by excellent academic programme offerings, many of which have work integrated learning components that allow students to complement the classroom theory learnt with authentic supervised and assessed workplace experience. The focus of SL, however, is to ensure that students understand the society that they will be working in and entrenching a sense of civic mindedness. As SL sites are not always readily available and as the universities need to ensure placement opportunities for all students in a programme with a formal SL component, this paper will propose that a phased-in approach to SL in the Faculty is pursued, exploring the notion of working via the international association ENACTUS (the acronym derived from Entrepreneurial, Action and US) to establish linkages that would lead to formalisation of partnership arrangements. ENACTUS describes itself as ‘a community of student, academic and business leaders committed to using the power of entrepreneurial action to transform lives and shape a better more sustainable world.’ Participation in ENACTUS is voluntary and is not linked to any formal academic programme credit. It is anticipated that such an approach will result in a win-win situation both for the ENACTUS students at the University of Johannesburg and then the Faculty of Management specifically as it builds a potential SL partner base. The Faculty offers a wide range of programmes, including Hospitality Management, Tourism, Information Technology, Human Resource Management, various Management programmes, as well as Entrepreneurship. These programmes are well-suited to support the ENACTUS project as it enables students from across disciplines to work and learn together - and make a difference to the lives of others. An ENACTUS-UJ and Faculty of Management partnership will thus be mutually beneficial, serving as a springboard for the introduction of SL in the various academic programmes, thus making this a formal and credit-bearing study component in the Faculty. Communities that benefit from ENACTUS programmes will then have sustained support and move from being recipients of service to partners in the learning process of student. The paper will explain the concepts community engagement and community service, contrasting these with an overview of the theory of experiential education of which SL is a form. Taking the approach of community engagement, specifically via ENACTUS is proposed as a springboard to more sustained SL in the Faculty of Management at the University of Johannesburg, with mutual reciprocity and benefit to the university, its students and the community.
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- Authors: Taylor, Susanne , Spowart, Jane
- Date: 2014
- Subjects: Service learning , Experiential learning
- Type: Article
- Identifier: uj:5348 , http://hdl.handle.net/10210/13142
- Description: Service learning as a form of experiential learning has become a more common component in higher education in South Africa. The aims of service learning (SL) may be briefly stated as engendering a sense of civic responsibility in students prior to their entering the world of employment. SL is, by definition, a mutually beneficial arrangement, during which both parties derive benefit and contribute to the exchange of learning. SL is a formal component of qualifications and, as such requires that suitable SL placements in community settings are identified. This necessitates that partnering agreements are concluded, that both the student and community hosts are prepared for the SL and that assessment and feedback occurs. The Faculty of Management at the University of Johannesburg in South Africa prides itself on educating future-fit leaders. This is accomplished by excellent academic programme offerings, many of which have work integrated learning components that allow students to complement the classroom theory learnt with authentic supervised and assessed workplace experience. The focus of SL, however, is to ensure that students understand the society that they will be working in and entrenching a sense of civic mindedness. As SL sites are not always readily available and as the universities need to ensure placement opportunities for all students in a programme with a formal SL component, this paper will propose that a phased-in approach to SL in the Faculty is pursued, exploring the notion of working via the international association ENACTUS (the acronym derived from Entrepreneurial, Action and US) to establish linkages that would lead to formalisation of partnership arrangements. ENACTUS describes itself as ‘a community of student, academic and business leaders committed to using the power of entrepreneurial action to transform lives and shape a better more sustainable world.’ Participation in ENACTUS is voluntary and is not linked to any formal academic programme credit. It is anticipated that such an approach will result in a win-win situation both for the ENACTUS students at the University of Johannesburg and then the Faculty of Management specifically as it builds a potential SL partner base. The Faculty offers a wide range of programmes, including Hospitality Management, Tourism, Information Technology, Human Resource Management, various Management programmes, as well as Entrepreneurship. These programmes are well-suited to support the ENACTUS project as it enables students from across disciplines to work and learn together - and make a difference to the lives of others. An ENACTUS-UJ and Faculty of Management partnership will thus be mutually beneficial, serving as a springboard for the introduction of SL in the various academic programmes, thus making this a formal and credit-bearing study component in the Faculty. Communities that benefit from ENACTUS programmes will then have sustained support and move from being recipients of service to partners in the learning process of student. The paper will explain the concepts community engagement and community service, contrasting these with an overview of the theory of experiential education of which SL is a form. Taking the approach of community engagement, specifically via ENACTUS is proposed as a springboard to more sustained SL in the Faculty of Management at the University of Johannesburg, with mutual reciprocity and benefit to the university, its students and the community.
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Education and training for the workplace : workplace-readiness skills
- Taylor, Susanne, Govender, Cookie
- Authors: Taylor, Susanne , Govender, Cookie
- Date: 2013
- Subjects: Unemployment - South Africa , Human resource management - South Africa , University of Johannesburg. Faculty of Management
- Type: Article
- Identifier: uj:5344 , http://hdl.handle.net/10210/12667
- Description: 50 million people in South Africa, of whom nearly 70% are under the age of 35, a 25.2% official unemployment rate (May 2012) and a national Vision 2030 (2011a) to reduce unemployment in SA to 6% by 2030 send a strong message that education, training and skills development are important. Reflections on the piloted Human Resource Management work experience project initiated by the University of Johannesburg’s Faculty of Management and the outcomes from the 18th World Association of Cooperative Education’s World Conference round table session on workplace-readiness are the impetus for this paper contribution. A brief background to cooperative education and work integrated learning will set the scene, with legislative aspects providing a backdrop to the opportunity that the South African post-school education and training sector has to make a difference in the lives of students, to empower them to enter the world of work with confidence. 11 million jobs by 2030? Reduction of the current unemployment rate to 6 percent by 2030? Workplace-readiness skills are proposed as one solution.
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- Authors: Taylor, Susanne , Govender, Cookie
- Date: 2013
- Subjects: Unemployment - South Africa , Human resource management - South Africa , University of Johannesburg. Faculty of Management
- Type: Article
- Identifier: uj:5344 , http://hdl.handle.net/10210/12667
- Description: 50 million people in South Africa, of whom nearly 70% are under the age of 35, a 25.2% official unemployment rate (May 2012) and a national Vision 2030 (2011a) to reduce unemployment in SA to 6% by 2030 send a strong message that education, training and skills development are important. Reflections on the piloted Human Resource Management work experience project initiated by the University of Johannesburg’s Faculty of Management and the outcomes from the 18th World Association of Cooperative Education’s World Conference round table session on workplace-readiness are the impetus for this paper contribution. A brief background to cooperative education and work integrated learning will set the scene, with legislative aspects providing a backdrop to the opportunity that the South African post-school education and training sector has to make a difference in the lives of students, to empower them to enter the world of work with confidence. 11 million jobs by 2030? Reduction of the current unemployment rate to 6 percent by 2030? Workplace-readiness skills are proposed as one solution.
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Improving employability skills of students through laboratory and practical work
- Muyengwa, Goodwell, Steenkamp, Henrietta, Taylor, Susanne, Mawane, Yvonie
- Authors: Muyengwa, Goodwell , Steenkamp, Henrietta , Taylor, Susanne , Mawane, Yvonie
- Date: 2017
- Subjects: Employability skills , New laboratories and practical work , Graduate attributes
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/237459 , uj:24327 , Citation: Muyengwa, G. et al. 2017. Improving employability skills of students through laboratory and practical work.
- Description: Abstract: The purpose of this paper is to discuss laboratory work and hands on training that will be offered in the new curriculum; Bachelor of Engineering Technology Degree (BEngTech) in Industrial Engineering Technology at the University of Johannesburg. The university has introduced a new 3 year curriculum, BEngTech, across its technology based programmes. The new curriculum will be rolled out for the first time in 2017. The university is currently phasing out the National Diploma and Bachelor of Technology degrees. The new BEngTech curriculum does not have the traditional one year Work Integrated Learning component that used to be part of the National Diploma, hence the need to include new practical based laboratories. The practical work in the new BEngTech degree has been designed to improve the employability of the BEngTech graduates...
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- Authors: Muyengwa, Goodwell , Steenkamp, Henrietta , Taylor, Susanne , Mawane, Yvonie
- Date: 2017
- Subjects: Employability skills , New laboratories and practical work , Graduate attributes
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/237459 , uj:24327 , Citation: Muyengwa, G. et al. 2017. Improving employability skills of students through laboratory and practical work.
- Description: Abstract: The purpose of this paper is to discuss laboratory work and hands on training that will be offered in the new curriculum; Bachelor of Engineering Technology Degree (BEngTech) in Industrial Engineering Technology at the University of Johannesburg. The university has introduced a new 3 year curriculum, BEngTech, across its technology based programmes. The new curriculum will be rolled out for the first time in 2017. The university is currently phasing out the National Diploma and Bachelor of Technology degrees. The new BEngTech curriculum does not have the traditional one year Work Integrated Learning component that used to be part of the National Diploma, hence the need to include new practical based laboratories. The practical work in the new BEngTech degree has been designed to improve the employability of the BEngTech graduates...
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Optimising the orientation towards experiential learning at Technikon Witwatersrand
- Authors: Taylor, Susanne
- Date: 2012-08-13
- Subjects: Cooperative education - South Africa , Higher education - South Africa , Experiential learning
- Type: Mini-Dissertation
- Identifier: uj:9089 , http://hdl.handle.net/10210/5549
- Description: M.Tech. , Cooperative education is an education model practised by the technikon sector, with experiential learning being the work-based learning component of the qualification. This research focused on the preparation of the student for the experiential learning workplace. The literature reviewed related mainly to applicable education and legislation-related aspects and existing opportunities to prepare students for the workplace. The study undertaken was viewed in the South African context and that of the Technikon Witwatersrand student whose qualifications had an experiential learning component. The research was conducted in two phases. The first phase of the study revolved around the collection and analysis of the survey data, the respondents being full-time third year Faculty of Business Management students. The Seven Steps of Planning design by Vella (2001) was used to develop the optimised solution, of the second phase of the research. Notable findings of the research were the important role ascribed to the lecturer in the experiential learning process, the clear need for a formalised, structured programme covering all aspects of preparation of the student for the workplace and the impact experiential learning had on academic throughput. The design of the course 'Get into Gear for Your Career' was outlined, with an actual session plan for one of the five sessions being presented. Further research opportunities were identified. The research objectives were deemed to have been achieved. An implementable optimised solution to the research problem was proposed, a solution that would be applicable not only for the preparation of students for experiential learning placement, but providing them and all other job seekers with skills and knowledge for a lifetime of job and even career changes.
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- Authors: Taylor, Susanne
- Date: 2012-08-13
- Subjects: Cooperative education - South Africa , Higher education - South Africa , Experiential learning
- Type: Mini-Dissertation
- Identifier: uj:9089 , http://hdl.handle.net/10210/5549
- Description: M.Tech. , Cooperative education is an education model practised by the technikon sector, with experiential learning being the work-based learning component of the qualification. This research focused on the preparation of the student for the experiential learning workplace. The literature reviewed related mainly to applicable education and legislation-related aspects and existing opportunities to prepare students for the workplace. The study undertaken was viewed in the South African context and that of the Technikon Witwatersrand student whose qualifications had an experiential learning component. The research was conducted in two phases. The first phase of the study revolved around the collection and analysis of the survey data, the respondents being full-time third year Faculty of Business Management students. The Seven Steps of Planning design by Vella (2001) was used to develop the optimised solution, of the second phase of the research. Notable findings of the research were the important role ascribed to the lecturer in the experiential learning process, the clear need for a formalised, structured programme covering all aspects of preparation of the student for the workplace and the impact experiential learning had on academic throughput. The design of the course 'Get into Gear for Your Career' was outlined, with an actual session plan for one of the five sessions being presented. Further research opportunities were identified. The research objectives were deemed to have been achieved. An implementable optimised solution to the research problem was proposed, a solution that would be applicable not only for the preparation of students for experiential learning placement, but providing them and all other job seekers with skills and knowledge for a lifetime of job and even career changes.
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Student reflections on the pilot WIL partnership capacity building model in a human resource management qualification
- Govender, Cookie, Taylor, Susanne
- Authors: Govender, Cookie , Taylor, Susanne
- Date: 2014
- Subjects: Work integrated learning - South Africa
- Type: Article
- Identifier: uj:5349 , http://hdl.handle.net/10210/13162
- Description: South Africa (SA) has a population of 50 million people. Nearly 70% are under 35 years old. The national vision aims to reduce youth unemployment using education, training and skills development initiatives. A work integrated learning (WIL) partnership model was developed to build an industry partner base. The model was piloted in a South African university in 2013 to provide work-ready, qualified and skilled graduates entering the SA economy. Research conducted focused on whether the WIL model was a viable, cost-effective and practical solution for capacity building of potential entry-level staff. This paper presents an analysis of the self-administered questionnaire completed by the students subsequent to their WIL experience. The background to SA cooperative education and WIL provides the backdrop. The aim of the paper is to reflect on whether the model contributed to economic and social capacity building and industry partnership development. This paper adds value on a strategic, theoretical and practical level by contributing to national imperatives for human resource development, adding to the body of knowledge on WIL initiatives in SA and outlining a user friendly WIL partnership model to allow students to enter the world of work with confidence.
- Full Text:
- Authors: Govender, Cookie , Taylor, Susanne
- Date: 2014
- Subjects: Work integrated learning - South Africa
- Type: Article
- Identifier: uj:5349 , http://hdl.handle.net/10210/13162
- Description: South Africa (SA) has a population of 50 million people. Nearly 70% are under 35 years old. The national vision aims to reduce youth unemployment using education, training and skills development initiatives. A work integrated learning (WIL) partnership model was developed to build an industry partner base. The model was piloted in a South African university in 2013 to provide work-ready, qualified and skilled graduates entering the SA economy. Research conducted focused on whether the WIL model was a viable, cost-effective and practical solution for capacity building of potential entry-level staff. This paper presents an analysis of the self-administered questionnaire completed by the students subsequent to their WIL experience. The background to SA cooperative education and WIL provides the backdrop. The aim of the paper is to reflect on whether the model contributed to economic and social capacity building and industry partnership development. This paper adds value on a strategic, theoretical and practical level by contributing to national imperatives for human resource development, adding to the body of knowledge on WIL initiatives in SA and outlining a user friendly WIL partnership model to allow students to enter the world of work with confidence.
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The feasibility of using the world wide web to authenticate higher education qualifications issues by universities and technikons
- Authors: Taylor, Susanne
- Date: 2012-08-14
- Subjects: Digital signature , Authenticity of qualifications
- Type: Thesis
- Identifier: uj:9173 , http://hdl.handle.net/10210/5625
- Description: M.Tech. , There is evidence of a growing concern regarding the authenticity of qualifications presented at interviews. Today's computer software makes it simple to edit documents, thereby allowing falsification of information by the unscrupulous. The use of sophisticated document scanners, printers and copiers further complicates the issue. The research revolved around an investigation of the need for authentication of education qualifications and the establishment of the feasibility of doing this by using information technology and the World Wide Web to allow for efficient and effective verification that an education qualification was attained at the named higher education institution and that the results were accurately reflected. The research method included the use of questionnaires to gather data. Questionnaires were sent to the registrars of universities and technikons and Human Resources directors of Gauteng-based employer companies. Responses to the questionnaires and information gleaned from the literature review were used in the models designed and offered as solutions to the problem of qualification fraud. The main conclusions drawn from the research were: Confirmation of the growing incidence of and concern regarding qualification fraud. Establishment of the need for a solution to allow authentication of qualifications by Human Resource practitioners as part of the recruitment process. The feasibility for this solution to be an information technology solution using World Wide Web. The VeriQual model was designed to meet all the research objectives. This innovative model is deemed to offer an efficient, effective and feasible technology solution to the problem of qualification fraud in South Africa.
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- Authors: Taylor, Susanne
- Date: 2012-08-14
- Subjects: Digital signature , Authenticity of qualifications
- Type: Thesis
- Identifier: uj:9173 , http://hdl.handle.net/10210/5625
- Description: M.Tech. , There is evidence of a growing concern regarding the authenticity of qualifications presented at interviews. Today's computer software makes it simple to edit documents, thereby allowing falsification of information by the unscrupulous. The use of sophisticated document scanners, printers and copiers further complicates the issue. The research revolved around an investigation of the need for authentication of education qualifications and the establishment of the feasibility of doing this by using information technology and the World Wide Web to allow for efficient and effective verification that an education qualification was attained at the named higher education institution and that the results were accurately reflected. The research method included the use of questionnaires to gather data. Questionnaires were sent to the registrars of universities and technikons and Human Resources directors of Gauteng-based employer companies. Responses to the questionnaires and information gleaned from the literature review were used in the models designed and offered as solutions to the problem of qualification fraud. The main conclusions drawn from the research were: Confirmation of the growing incidence of and concern regarding qualification fraud. Establishment of the need for a solution to allow authentication of qualifications by Human Resource practitioners as part of the recruitment process. The feasibility for this solution to be an information technology solution using World Wide Web. The VeriQual model was designed to meet all the research objectives. This innovative model is deemed to offer an efficient, effective and feasible technology solution to the problem of qualification fraud in South Africa.
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