Observation Of Experiential Learning

1.0 Introduction Across the globe there is a generally accepted theory that meaningful contributions made to higher education by all relevant stakeholders should improve a nation's economic competitiveness and knowledge base. Education yields substantial returns to the individual in terms of earning and employability and significant gains in economic growth and wider social benefits Knight & Yorke (2003). There has been an industry change in the past few decades, where "employers are proclaiming the need for highly educated and skilled people if their businesses are to be successful in a rapidly evolving global economy" Harvey 2000, p.109).

In terms of the Human Capital theory which advocates investment be made in education. This interest

Kolb (1984) defines experiential learning as a process whereby knowledge is created through the transformation of experience.
According to Kolb (1984), he suggest that experiential learning comprises of four stages, namely:

1. Concrete Experience: the learner must be willing and be actively involved in the experience;
2. Reflective Observation: the learner must be able to reflect on the experience;
3. Abstract Conceptualization: the learner must possess and use analytical skills to conceptualize the experience; and
4. Active Experimentation: the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.

These factors of experiential learning are intrinsically important for employability, and work programmes such as internships or volunteering to work at companies, enhances a student’s employability status.

4.3 Collaborative efforts needed by HEI and employees to align qualifications that will results in employable

This is due to the development of Information and Communication Technology (ICT) particularly internet-based technology which aids the facilitation of ODL online learning. In a world of ever-changing technological advances, it is vital that students equip themselves with skills and technically know-how, as this is a huge contributing influence of the operations of the labour force. It is to this end, that “effectively using technology in teaching and learning in an open distance learning environment can enhance the quality of education and prepare students for their role as knowledge workers” (Ungerer, 2012,p.493). The role of ICT (Information and Communications Technologies) at ODL institutions is aimed at closing the geographical and digital divide, and makes higher education accessible to people everywhere. Apart from closing the geographically problem, ICT creates a platform for digital literacy which facilitates an awareness, attitude and ability to analyse and synthesise digital resources which is a skill a 21st century student needs to master, in order to be successful prior to graduating and to easily facilitate the transition into the working world