Adding Value to Open and Distance Learning Programmes …
455
Fig. 1 Compulsory and elective report allocations for the reports requited by the nature conservation application modules (NCA) (© G. Wilson 2018)
addition, students have the option to start with their NCA reports immediately after
completion of a compulsory, introductory level one module and contact session, or
they can delay working on their NCA reports until after completing of all the theory
modules.
3.3 The Relationship Between the Unisa WIL Programme
and Telperion Nature Reserve
For many students, the journey to study nature conservation through Unisa is daunting
at best. Upon registration, these students need to make decisions on how they plan
to complete the WIL component, for which they have to find suitable conservation
workplaces to gain the required skills and experience, before they can graduate. As
an alternative, the partnership between Unisa and Telperion Nature Reserve (owned
by the Oppenheimer family) offers opportunities to students who are unable to find
suitable WIL placements elsewhere. The Oppenheimer family provides financial
support to assist students with travel and stay-over costs to participate in the WIL
excursions presented at Telperion. While Unisa provides support to ensure that all
mentorship and skills development activities can take place (Wilson and Wilson
2016). The value of this partnership is that it provides an opportunity for students
to complete their qualifications in order to be suitably skilled to able to take up
conservation jobs. However, it places Unisa in the unique situation of being the
provider of both academic and WIL services.
455
Fig. 1 Compulsory and elective report allocations for the reports requited by the nature conservation application modules (NCA) (© G. Wilson 2018)
addition, students have the option to start with their NCA reports immediately after
completion of a compulsory, introductory level one module and contact session, or
they can delay working on their NCA reports until after completing of all the theory
modules.
3.3 The Relationship Between the Unisa WIL Programme
and Telperion Nature Reserve
For many students, the journey to study nature conservation through Unisa is daunting
at best. Upon registration, these students need to make decisions on how they plan
to complete the WIL component, for which they have to find suitable conservation
workplaces to gain the required skills and experience, before they can graduate. As
an alternative, the partnership between Unisa and Telperion Nature Reserve (owned
by the Oppenheimer family) offers opportunities to students who are unable to find
suitable WIL placements elsewhere. The Oppenheimer family provides financial
support to assist students with travel and stay-over costs to participate in the WIL
excursions presented at Telperion. While Unisa provides support to ensure that all
mentorship and skills development activities can take place (Wilson and Wilson
2016). The value of this partnership is that it provides an opportunity for students
to complete their qualifications in order to be suitably skilled to able to take up
conservation jobs. However, it places Unisa in the unique situation of being the
provider of both academic and WIL services.