11Groenewald.qxd


The Centre for Work Performance (Rand Afrikaans University,

2002) identified, among a number of current issues for debate,

the need for “effectively attracting, growing and retaining

talent” (emphasis added). Figura (2000), HRfocus (2001) and

Johnson (2000) share the view that retaining the correct

mixture of human talent ensures a competitive advantage. It is

recognised internationally (HRfocus, 2001; Johnson, 2000;

Liebmann, 2000; Ridderstråle and Nordström, 2000; Vicere,

1991; Ziarati et al., 1995) that the talent of people is a key

success factor in global competitiveness.

During the past decade major changes have taken 

place in the corporate landscape, such as globalisation, 

aggressive competition and cross-penetration of markets, 

as well as the introduct ion of virt ual work teams 

(Barner, 2000). These changes have impacted drastically on

the talent life cycle of enterprises: t urnover of talent has

been affected; totally new or different talent requirements

have emerged and enterprises have experienced difficult y 

in recruiting and retaining talent. Cataldo et al. (2000, p. 55)

remark that the “current skills sets are proving to be

inadequate to meet the rapidly changing fast-paced world 

of technical and business needs”. HRfocus (2001, p. 14)

reports that “eight y percent of white collar jobs would be

obsolete in five years”. Because of the birth of new first-time

technologies and competitors emerging from unexpected

fields (Barner, 2000), leading enterprises experience a need

for new talent to staff ‘jobs’ that did not previously exist. 

In this regard Cataldo et al. (2000) remark that it is no 

longer strange to lay off people, in order to eliminate

obsolete positions, while simultaneously hiring people to

acquire new talent.

Not only is there some doubt concerning talent as an inborn

gift (Simonton, 2001; Sunoo, 2001), but is the need for

developing latent talent largely uncontested (Bals, 1999; Lunn,

1995; Mayo, 2000). Because of the fierce competition in

attracting and retaining talent, prudent enterprises proactively

develop leadership and grow talent to ensure a best-in-class

workforce (cf. Barner, 2000; Figura, 2000; Friedland, 2000;

Greene, 2000; Hammett, 2001; Matthew, 2000; McDonald,

1999; Seligman, 2000; Shoebridge, 2000; Tulgan, 2001; United

States of America, 2000; Voros, 1999; Way, 2000). While the

individual’s responsibility is emphasised (cf. El-Tannir, 2000;

Greene, 2000; Johnson et al., 1999; Maloka, n.d.; Radebe,

2001; Seligman, 2000), the duty of employers (El-Tannir,

2002; Garavan et al., 2001; Johnson, 2000) is also crucial if

they wish to attract and retain talent. Mentoring programmes

(cf. Conway, 1995; Johnson et al., 1999; Managers Handbook,

1997), graduate programmes (cf. Cross, 1999; Doherty et al.,

1997; Smith & Smith, 1990) and mutually advantageous

partnerships with education providers (cf. Barnes & Phillips,

2000; Berkeley, 1998; Blackburn & Fryer, 1996; Brindley &

Ritchie, 2000; Davies, 1998; Dealtry, 2001; Doncaster, 2000;

Gericke, 2001; Rosenbaum, 2000; Sandelands, 1998; Stephen et

al., 1997; Teare, 2000; Ziarati et al., 1995) are further

prominent in literature.

THOMAS GROENEWALD

WILLEM SCHURINK
Programme in Leadership in Performance and Change

in the Department of Human Resource Management

Rand Afrikaans University

ABSTRACT
Organisational talent is internationally regarded a key success factor in a competitive world and is

continuously challenged. In South Africa, the Apartheid heritage further presents major challenges 

regarding developmental opportunities of talented people. Co-operative education presents, as structured

educational strateg y that progressively integrates academic study with learning through productive work

experiences, itself as a means to grow the talent of the South African people. As result of the inadequate

practice of co-operative education and a fair amount of associated resistance, ‘classical’ literat ure is reviewed.

The literat ure review further identifies the core properties of co-operative education and the study has

attempted to distil the core principles of a phenomenological research design. The specific ‘phenomena’ which

the research focused on are existing joint vent ures bet ween Higher Education institutions and business

enterprises aimed at educating people and growing talent. Selections of the voices of the research participants

are presented in this article. Although the present study identifies several shortcomings regarding the 

practice of co-operative education, it pioneers the notion that the growing of talent can be enhanced through

a co-operative education strateg y.

OPSOMMING
Organisatoriese talent word internasionaal beskou as ’n sleutelfaktor in ’n kompeterende wêreld en word dus

voortdurend aan uitdagings onderwerp. In Suid Afrika stel die nagevolge van Apartheid grootskaalse uitdagings

ten opsigte van die ontwikkelings moontlikhede van talentvolle mense. Koöperatiewe onderwys bied, as

gestruktureerde opvoedkundige strategie wat progressief akademiese leer met produktiewe werkservaring

integreer, ’n geleentheid om die talent van Suid-Afrikaners op te bou. ‘Klasieke’ literatuur word weegegee ten

einde die ontoereikende beoefening van koöperatiewe onderwys en ’n gepaartgaande redelike mate van

weerstand aan te spreek. Die literatuurstudie identifiseer verder die kerneienskappe van koöperatiewe onderwys

en probeer om die vernaamste eienskappe van ’n fenomenologiese studie raak te vat. Die spesifieke ‘fenomene’

waarop die studie fokus, is die bestaande samewerking tussen tersiêre instellings en besigheidsondernemings om

mense op te lei en hul talent te ontwikkel. Geselekteerde uitsprake van die deelnemers aan die studie word

weergegee en alhoewel daar verskeie tekortkominge rakende die beoefening van koöperatiewe onderwys

geïdentifiseer is, verteenwoordig die studie baanbrekerswerk op die terrein van die rol van koöperatiewe onderwys

in die ontwikkeling van talent.

THE CONTRIBUTION OF CO-OPERATIVE EDUCATION IN THE

GROWING OF TALENT IN SOUTH AFRICA: A QUALITATIVE

PHENOMENOLOGICAL EXPLORATION

Requests for copies should be addressed to: T Groenewald, Department of Human

Resource Management, RAU University, PO Box 524, Auckland Park, 2006

93

SA Journal of Human Resource Management, 2003, 1 (3), 93-104

SA Tydskrif vir Menslikehulpbronbestuur, 2003, 1 (3), 93-104



GROENEWALD, SCHURINK94

The need for growing the talent of people in South Africa

The report of the Black Economic Empowerment Commission

(BEE Com., 2001, p. 13) states “Colonial and Apartheid

policies had a devastating impact on the development of

black human capital”. This neglect of part of South Africa’s

“most important economic resource – its people” will for a

long time restrict the potential growth rate and will render

many South African enterprises less competitive. In this

regard Ziarati et al. (1995) observe that for enterprises to

continue to prosper in the international marketplace, where

competition is fierce, enterprises can no longer afford

mediocrit y. In other words the situation presents a major

challenge to both education providers and to enterprises to

grow or develop the talent of South Africans. BEE Com.

(2001, p. 17) argues the need for “an integrated National HRD

[Human Resource Development] Strateg y” published in April

2001, i.e. the Human Resource Development Strateg y for

South Africa – A Nation at Work for a Better Life for All

(Republic of South Africa, 2001).

Mulemfo (2000) highlights the need for growing talent in

view of the lagging productivit y in South Africa and in Africa

as a whole. He asserts that low productivit y is evident and

cites examples such as workers sitting idle when the boss is

absent; teachers chatting rather than doing their work; a

variet y of illnesses invented by government officials to miss

work; and go-slow attitudes promoted by unions. Mulemfo

(2000, p. 90) submits that “people who will work hard to

produce more” are needed.

Hadland and Rantao (1999, p. 135) capture the need for

growing talent in South Africa by quoting the profound words

of Patti Waldmeir subsequent to the first democratic elections

of 1994: “(the country) emerged in the real world, where

poverty is the biggest challenge to all democratic governments,

and where there are tougher problems to solve than apartheid”.

Hadland and Rantao (1999) conclude that the more than 50

years of apartheid marginalised and disempowered black

people. South Africa shares this predicament of decolonisation

and deracialisation with the rest of Africa, according to

Mamdani (1999).

This idea of the socio-economic legacy of apartheid was

referred to by President Thabo Mbeki’s ‘Two Nations’ speech

of 29 May 1998. In this regard Mamdani (1999, p. 126) observes

that “if white South Africa were a country on its own, its per

capita income would be 24th in the world, next to Spain; but

if black South Africa were a separate country, its per Capita

income would rank 123rd globally, just above the Democratic

Republic of the Congo”. Mamdani (1999, p. 129) appealing for

“an intellectual rebirth, a reawakening of the mind”; further

asserts: “renaissance is first and foremost a reawakening of

thought” (p. 130) and claims that the driving force “is

inevitably the intelligentsia”. 

According to the article “Education for an ‘African

Renaissance’” (2000, p. 14) “education is the sine quo non for

empowering the people of Africa to participate in and benefit

more effectively from the opportunities available in the

globalised economy of the 21st century”. James (1997) cautions

that the Renaissance in South Africa must not be simply

celebrated as an event or serve as symbolic rhetoric (cf. Fourie,

n.d.; Maloka, n.d.) or merely represent hopes and ideals

(University of Witwatersrand, 1999). The African Renaissance

must be carefully nurtured in order to succeed. Fourie (n.d.),

Mbeki (1998a, 1998b), Netshitenzhe (1998), Radebe (2001) and

the African Renaissance and International Co-operation Fund

Act (Republic of South Africa, 2000) emphasise factors such as

the importance of good education and human development to

succeed in the immense challenge.

Maloka (n.d.) refers to an article by Vusi Maviembela, President

Mbeki’s political advisor. He portrayed the ‘African Renaissance’

as the third moment in the post-colonial history, after

decolonisation and the democratic upsurge of the 1990s. Kofi

Annan, Secretary General of the United Nations, according to

James (1997), refers to three waves similar to these moments. The

second wave was marked by civil wars, tyranny of military rule

and economic stagnation.

The key elements, according to Maloka (n.d.) of the ‘African

Renaissance’ are socio-political democratisation, economic

regeneration and improvement of geopolitical standing in world

affairs. These elements represent a globalist perspective. Further

perspectives are the Pan Africanist perspective (Pax Africana:

African problems solved by African solutions) and a culturalist

perspective (an ethnophilosophy of returning to the roots of the

people of Africa).

Co-operative education and the growing of talent

Co-operative education is an educational philosophy that

advocates the formal integration of work experience (or

community service) into the theoretical curriculum (Pratt,

1996). Cates and Jones (1999) define co-operative education as a

structured educational strategy that progressively integrates

academic study with learning through productive work

experiences in a field related to a student’s academic or career

goals. This experiential learning is not an add-on to the

curriculum, but an integral part of the educational process. Co-

operative education presents itself as a means to grow the talent

of the South African people.

A large degree of conceptual drift of the construct co-operative

education occurred. It is therefore necessary to revisit the

literature of the inception years and to let those voices speak.

These voices were chosen to give authenticit y and are

interwoven with more contemporary views. On 26 January 1914

Schneider, Dean of the College of Engineering of the University

of Cincinnati, appeared before the Committee of Education of

the House of Representatives in Washington, and stated (United

States of America, 1914, pp. 3-5, 9) among others the following

regarding the ‘Cooperative System of Education’:

“[T]he cooperative system aims to tie theory and practice

together directly.

[T]he student completes all the … courses … necessary to the

obtaining of a … degree, and he [or she] also finishes his

apprenticeship course in the practical field … This apprenticeship

course in the practical work is arranged by the university, and is

just as carefully worked out as his university curriculum.

The theoretical work in the university and the practical work in

the commercial field are coordinated by a number of devices, but

principally by the use of teachers whom we call coordinators.

[T]he theory and practice are made to work hand in hand so that

the practical work has the highest possible educational value.

The practical work is just as carefully arranged as the college

curriculum.

Every detail of the practical course is carefully arranged and

practice and theory are knit together in a uniform scheme

through a carefully devised system of coordination.

The function of this [coordination] department is to see that an

intimate tie is established between the theory and practice and

to check and counter check this tie.

In this way the outside practical work is made of great

educational value.” (Emphasis added.)

Regrettably “Schneider left no comprehensive statement of

the philosophy of the co-operative system” (Freund, 1947, p.

13). However, he did leave a heritage of success in education.

Eshbach (1947, p. 18) remarks that “[w]hen properly done,



CO-OPERATIVE EDUCATION IN THE GROWING OF TALENT 95

there is no better or more effective method than co-operative

education for professional vocations”. He suggests that the

Latin motto ‘experimentia docet’ (experience teaches), forms

the heart of co-operative education. Eshbach (1947, p. 19)

observes that Schneider’s innovative contribution was the

“taking of the st udent to industry, where experience 

and practice can be observed in a more nat ural state”

(emphasis added).

The nucleus of Schneider’s philosophy is balanced training, i.e.

“theory comes first, both as to time order and as to emphasis”

(p. 10) followed by “hard contact with life” (p. 11, emphasis

added in both cases) and comprehension of the workings of

things where they operate. In this regard Geier (1947, p. 25),

President of the Cincinnati Milling Machine Company,

corroborates that “[c]o-operative education seeks to weld

theoretical knowledge and practical experience into the most

effective tool for today’s work” (emphasis added). According to

Ellison (n.d.) this new teaching methodolog y changed

twentieth-century education. Only when students began to

apply the theory to practice did their minds start to ask

questions, suggesting a need or motivation for deeper learning

(Langford & Cates, 1997). Schneider further became convinced

that many professional concepts and skills could only be

understood and mastered through actual work experience

(University of Cincinnati, 1998, 1996).

Charles Kettering, a strong advocate of co-operative education,

research director of General Motors Corporation and chair of

the Thomas Alva Edison Foundation, initiated the documenting

of evidence of co-op’s educational value. This resulted in a

publication ‘Work-Study College Programs’ in 1961, which

attributed many educational benefits to co-operative education

(Sovilla, 1998). With regard to the educational value and

educational benefits Ferris (1969, p. 482) highlights the

following key advantages:

First its impact on the curriculum. It not only provides the

occasion for making changes that have been put off because they

require too much work, time, and money, but once a programme

is going, a new kind of interplay is set up between campus and

community that gives the curriculum a dynamic quality.

Students bring something back into the classroom. They

confront questions and problems that would not have occurred

to them in the classroom alone and bring them back looking for

answers and solutions. In the process, the gap between theory

and practice narrows. And because practice keeps changing,

theory is kept to the test.

The second side advantage is that private industry is brought

into the educational process in a meaningful rather than

patronizing way. … coordinating a cooperative education

program is no simple task, placing students has not been a major

problem. The job market — in many ways the most critical aspect

of all — has been excellent. (Emphasis added.)

From the excerpts above it is evident that in the late 1960s the

educational paradigm co-operative education resulted in a

dynamic programme curriculum as well as an interaction

between the Higher Education institution and its community.

Learners enjoyed the benefit of workplace learning in addition

to their formal studies. The job market was seen as a critical

aspect and the involvement of private industry in the

educational process was emphasised.

Smith and Lancaster (1995, p.1) remark: “[a] recurrent theme in

the co-op literature is the identification of strategies for

integrating cooperative education into the ‘academic mainstream’

of colleges and universities”. They observe the persistence of this

theme since 1980. In this regard the Accreditation Council for

Cooperative Education (n.d. Web Page) also emphasises faculty

involvement as one of the required attributes of co-operative

education programmes at colleges and universities.

The original goal of co-operative education was to enhance

student learning. Sovilla (1998) remarked that the leaders of

many institutions do not seem to appreciate the mission of co-

operative education or else choose to ignore it. The co-

ordinating and administrative support service must be an

integral part of the academic programme that aids the

achievement of the curriculum outcomes. However, Kerka

(1999) cautions that too much emphasis is placed on job

placements instead of learning and calls for a redesign and/or

reconceptualisation of co-operative education (i.e. learning

from work experience integrated into the curriculum). Kerka

(1999) as well as Wilson, Stull and Vinsonhaler (1996) suggest 

a fresh perspective and definition of co-operative education 

as a curriculum model, affirming work-based learning 

and based on sound adult learning theories and principles 

such as self-directed learning, reflective learning/practice and

transformative learning. Duwart and Canale (1997) recommend

a three-phase educational process, i.e. preparation, experience

and reflection. However, Finn (1997) suggests it is necessary to

go beyond reconceiving to adopting co-operative education as

educational strategy.

Furco (1996) and Kerka (1999) indicate that although ser vice

learning (learning derived from rendering services related to

the course of study) and co-operative education have different

goals the following apply to both: active engaging in

meaningful work renders the best learning; active learners

produce knowledge; contextual learning in real situations as

instructional strateg y; integration of the t wo forms of

learning; and formal partnerships with real-life learning

providers. Kerka (1999, p.3) declares that partnerships 

should be developed into a supportive cult ure where

“employer support does not have to be repeatedly obtained

and there are clearly understood long-term expectations”. 

The Accreditation Council for Cooperative Education (n.d.

Web Page) furthermore emphasises employer involvement 

as one of the required attributes of co-operative education

programmes and Reuss (2001) declares partnerships a key

component.

In essence, the construct co-operative education can be reduced to

three core dimensions: (a) the integrated curriculum, (b)

learning derived from work experience and (c) the logistical

organisation and co-ordination of the learning experience.

The research question(s) and the study’s aim

The aim of the study is to demonstrate the value of co-

operative education in the growing of people talent. The

specific phenomenon forming the focus of this study is the

exist ing joint vent ures bet ween Higher Educat ion

institutions and business enterprises in order to educate

people and grow talent. The study’s central research question

is: what is the contribution that co-operative education can

make, in the growing of talent of the South African people?

Bentz and Shapiro (1998) and Kensit (2000) caution that the

researcher must allow the data to emerge: “Doing

phenomenolog y” means capt uring “rich descriptions of

phenomena and their settings” (p. 104). For this reason the

actual research questions that were put to participants (both

academics and enterprise representatives involved) were

phrased as follows:

� How did/do you experience the joint educational venture?

� What value, if any, has been derived from the collaborative

effort?

Kvale (1996) draws a similar distinction between the research

question and the interview question. It is important to keep in

mind that the findings may, or may not, illustrate that the

practice of co-operative education contributes to the growing of

talent. In this regard Jon Kabat-Zinn, referenced by Bentz and

Shapiro (1998, p. 39) state that “inquiry doesn’t mean looking

for answers”.



GROENEWALD, SCHURINK96

METHOD

We decided upon a qualitative research design in order to achieve

the goal of this study. The type of qualitative research requires

determines the research design (cf. Creswell, 1998; Mason, 1996).

However, researchers are not restricted to any one pure approach

but may blend different approaches and metaphorically weave a

fabric comprising a variety of threads, colours, textures and

blends (Creswell, 1998), thus blurring the disciplinary

boundaries (Schurink, 2002a).

Research paradigm

In view of the plethora of qualitative research designs, it is

advisable for a qualitative researcher to qualif y her/his scientific

beliefs and research paradigm, i.e. what constitutes her/his

ontology (beliefs and perceptions about the nature of reality),

her/his epistemology (where the researcher stands in relation to

reality and in which way s/he will go about searching for truth)

and her/his methodology (the methods and techniques that will

be used to research reality) to those with an interest in the

research (Denzin & Lincoln, 1998; Mason, 1996; Schurink,

2002b). Creswell (1994, 1998) as well as Denzin and Lincoln

(2000) add a fourth concept, i.e. the researcher’s axiology (i.e.

ethics and values). This concept is particularly important since it

differs from quantitative research endeavours, which claim to be

value-free and unbiased, in that qualitative research is value-

laden and biased.

From an ontological position or perspective, qualitative

researchers believe that realit y is constructed by 

individuals, i.e. different personal versions of the nat ure 

and the essence of things (Mason, 1996). A multitude of

realities therefore exists. Creswell (1994, p. 4) observes that

“[f]or the qualitative researcher, the only realit y is that 

which is constructed by the individuals involved in the

research situation”. The researcher is dependent upon the

voices (quotes and themes in words) and informant or

participant interpretations to understand a given realit y

(Creswell, 1994, 1998).

The ontological dimension of the study is the sub-discipline

of human resource development, more especially leadership

in performance and change. Within the study there is,

further, an overlap with education as a discipline. Generally

individuals are held responsible for the growth of their 

own talent. However, planned and co-ordinated educational

programmes, especially those, which alternate theoretical

learning with real-life application, result in synerg y, i.e. 

the whole is more than the sum total of the parts. The 

value that an individual will derive from an educational

programme is dependent on her/his own efforts and 

abilities, as well as the management of the programme. The

value that is derived is further influenced by the extent to

which the curriculum succeeds in integrating theory with

real-life application.

A researcher’s epistemology according to Creswell (1994),

Mason (1996) and Holloway (1997) is literally her/his theory of

knowledge, which serves to decide how the social phenomenon

will be st udied. Our epistemological position can be

formulated as: (a) data are contained within the perspectives of

people that are involved with co-operative education

programmes, either in a co-ordinating capacit y or as

programme participant, and (b) because of this we engaged

with the participants in collecting the data.

A phenomenological methodology was identified as the best

means for this type of study. Phenomenologists, in contrast to

positivists, believe that the researcher cannot be detached from

her/his own presuppositions and that the researcher should not

pretend otherwise (Hammersley, 2000). In this regard Mouton

and Marais (1990, p. 12) state that individual researchers “hold

explicit beliefs”. The intention of this research, at the onset

(preliminary focus), is to gather perspectives regarding the

phenomenon of the growing of talent and the contribution of

co-operative education to this process.

Phenomenology

According to Giorgi (Stones, 1988, p. 143) the operative word in

phenomenological research is ‘describe’. The aim of the

researcher is to describe as accurately as possible the

phenomenon while refraining from any pre-given framework,

but staying true to the facts. According to Welman and 

Kruger (1999, p. 189) “phenomenologists are concerned 

with understanding social and psychological phenomena 

from the perspectives of people involved”. A researcher applying

phenomenology is concerned with the lived experiences of the

people (cf. Greene, 1997; Holloway, 1997; Kruger, 1988; Kvale,

1996; Maypole & Davies, 2001; Robinson & Reed, 1998) involved,

or who were involved, with the issue being researched. The

words of Van den Berg, translated by Van Manen (1997, p. 41)

profoundly capture what is stated in this paragraph:

[Phenomena] have something to say to us – this is 

common knowledge among poets and painters. Therefore,

poets and painters are born phenomenologists. Or rather, we

are all born phenomenologists; the poets and painters among

us, howe ver, understand ver y well their task of sharing, 

by means of word and image, their insights with others – an

artfulness that is also laboriously practised by the professional

phenomenologist.

Locating the research participants

According to Hycner (1999, p. 156) “the phenomenon dictates

the method (not vice-versa) including even the type of

participants”. Purposive sampling was chosen in determining

the primary participants: the sample was based on our

judgement and the purpose of the study (cf. Babbie, 1995; Greig

& Taylor, 1999; Schwandt, 1997), i.e. those who “have had

experiences relating to the phenomenon to be researched”

(Kruger, 1988 p. 150). We identified the programme managers at

Higher Education institutions in the South African Province of

Gauteng, who are responsible for educational programmes that

are tailored to the needs of and offered in collaboration with

commerce, industry and/or government. Interviews were

arranged with these programme managers. These interviewees,

with their ‘informed consent’ (Bailey, 1996, p. 11; Arksey &

Knight, 1999; Street, 1998) are the primary unit of analysis (Bless

& Higson-Smith, 2000).

In order to trace additional participants or informants, we

used snowball sampling: a method of expanding the 

sample by asking one informant or participant to recommend

others for interviewing (Babbie, 1995; Miller & Crabtree,

1992). The purposefully selected interviewees were requested

to give, at their discretion, the names and contact details 

of persons based in commerce, industry and/or 

government who (a) were co-responsible for the educational

programmes and (b) who had participated in the pro-

gramme presented.

Because Creswell (1998, pp. 65 & 113) recommends “long

interviews with up to 10 people” for a phenomenological

study, a sample size of ten managers, five responsible for

educat ional programmes and five at collaborat ing

enterprises, were selected. In addition to the ten interviewees,

one group of programme participants (learners or students)

was requested to write essays on their experiences. With

another group of programme participants some participated

in a focus group discussion, while others wrote essays. The

purpose of collecting data from three different kinds of

informants was to effect a form of triangulation, i.e. ‘data

triangulation’ to contrast the data and ‘validate’ the data if it

yields similar findings (cf. Arksey & Knight, 1999; Bloor, 1997;

Holloway, 1997). 



CO-OPERATIVE EDUCATION IN THE GROWING OF TALENT 97

Procedure

Unstruct ured in-depth phenomenological interviews were

conducted with both the educational instit ution-based

programme managers and with the enterprise-based

representatives. These interviews were conducted as follows:

our questions were “directed to the participant’s experiences,

feelings, beliefs and convictions about the theme in question”

(Welman & Kruger, 1999, p. 196). Husserl according to Bentz

and Shapiro (1998, pp. 41 & 96), called it bracketing where the

inquiry is performed from the perspective of the researcher.

Bracketing (Caelli, 2001; Davidson, 2000; King, 1994; Kruger,

1988; Kvale, 1996) in this study entailed asking the participants

or informants to set aside their experiences about the

collaborative educational programme and to share their

reflection on its value. Data were obtained about how the

participants “think and feel in the most direct ways” (Bentz &

Shapiro, 1998, p. 96). We focused on “what goes on within” the

participants and got the participants to “describe the lived

experience in a language as free from the constructs of the

intellect and societ y as possible”. This is one form of

bracketing. There is also a second form of bracketing, which,

according to Miller and Crabtree (1992, p. 24) is about the

researcher that “must ’bracket’ her/his own preconceptions

and enter into the individual’s lifeworld and use the self as an

experiencing interpreter”.

Kvale (1996, pp. 1-2) remarks with regard to data capturing

during the qualitative interview that it “is literally an inter view,

an interchange of views between two persons conversing about

a theme of mutual interest”. The researcher attempts to

“understand the world from the participants’ point of view, to

unfold meaning of peoples’ experiences”. At the root of

phenomenology “the intent is to understand the phenomena in

their own terms – to provide a description of human experience

as it is experienced by the person herself” (Bentz & Shapiro,

1998, p. 96) and allowing the essence to emerge (Cameron,

Schaffer & Hyeon-Ae, 2001). The maxim of Husserl was ‘back to

things themselves!’ (Kruger, 1988, p. 28).

In addition to the ten interviews conducted in this study, the

educational institution-based programme managers in two

instances arranged access to programme participants.

Depending on the circumstances, Groenewald either talked

directly to the programme participants and asked them to write

essays or worked through the programme manager and

presented the following request:

Write down your viewpoints, perspectives or feelings of the

programme you are undergoing, or have completed. You need

not give your name. You need not concern yourself with

grammar or spelling. If possible, compare this programme

with others you may have done, which are not offered

through collaboration bet ween an employer and an

educational institution (or purely academic programmes

known to you from talking to other students).

Explicitation of the data

The phenomenological explicitation process that we used

comprises five stages:

(a) Bracketing and phenomenological reduction. The term

reduction, coined by Husserl, is regarded by Hycner (1999) as

unfortunate, because it has nothing to do with the

reductionist natural science methodology. It would do a great

injustice to human phenomena through over-analysis,

removal from the lived contexts of the phenomena and worse

possibly reducing phenomena to cause and effect.

Phenomenological reduction “to pure subjectivity” (Lauer,

1958, p. 50), instead, is a deliberate and purposeful opening

by the researcher to the phenomenon “in its own right with

its own meaning” (Fouche, 1993; Hycner, 1999, p. 144). It

further points to a suspension or ‘bracketing out’ (or

epoche), “in a sense that in its regard no position is taken

either for or against” (Lauer, 1958, p. 49), the researcher’s own

presuppositions and not allowing the researcher’s meanings

and interpretations or theoretical concepts to enter the

unique world of the informant/participant (Creswell, 1998,

pp. 54 & 113; Moustakas, 1994, p. 90; Sadala & Adorno, 2001).

This is a different conception of the term bracketing used

when interviewing to bracket the phenomenon researched for

the interviewee. Here it refers to the bracketing of the

researcher’s personal views or preconceptions (Miller &

Crabtree, 1992).

Based on Holloway (1997, p. 119) and Hycner’s (1999, p. 145)

recommendation, Groenewald repeatedly listened to the

audio recording of each interview in order to become familiar

with the words of the interviewees/participants and to

develop a holistic sense, the ‘gestalt’. Zinker (1978, p. 77)

explains that the term phenomenology implies “that process

which one experiences as uniquely one’s own; adding the

dimensions of here and now gives personal phenomena

existential immediacy”.

(b)Delineating units of meaning. This is a critical phase of

explicating the data, in that those statements that are seen to

illuminate the researched phenomenon are extracted or

‘isolated’ (Creswell, 1998; Holloway, 1997; Hycner, 1999).

The researcher is required to make a substantial number of

judgement calls while consciously bracketing her/his own

presuppositions in order to avoid inappropriate subjective

judgements.

Groenewald carefully scrutinised the list of units of relevant

meaning that were extracted from each interview and

eliminated the clearly redundant units (Moustakas, 1994). To

do this he considered the literal content, the number (the

significance) of times a meaning was mentioned and also

how (non-verbal or para-linguistic cues) it was stated. The

actual meaning of two seemingly similar units of meaning

might be different in terms of weight or chronology of events

(Hycner, 1999).

(c) Clustering units of meaning to form themes. With the list of

non-redundant units of meaning in hand Groenewald again

bracketed his presuppositions in order to remain true to the

phenomenon. A rigorous examination of the list of units of

meaning followed and he elicited the essence of meaning

within the holistic context. Hycner (1999) remarks that this

calls for even more judgement and skill on the part of the

researcher. Colaizzi, quoted by Hycner (1999, pp. 150-151),

makes the following remark about the researcher’s ‘artistic’

judgement here: “Particularly in this step is the

phenomenological researcher engaged in something which

cannot be precisely delineated, for here he is involved in that

ineffable thing known as creative insight”.

Clusters of themes were formed by grouping the units of

meaning together (Creswell, 1998; King, 1994; Moustakas,

1994) and significant topics identified, also called units of

significance (Sadala & Adorno, 2001). Both Holloway (1997)

and Hycner (1999) emphasise the importance of the

researcher returning to the recorded interview (the gestalt)

and forth to the list of non-redundant units of meaning to

derive clusters of appropriate meaning. There were several

overlaps in the clusters, which can be expected, considering

the nature of human phenomena. By interrogating the

meaning of the various clusters the central themes were

determined, “which expresses the essence of the cluster”

(Hycner, 1999, p. 153).

(d)Summarise each interview, validate and modif y. A summary

that incorporates all the themes elicited form the data gives a

holistic context. Ellenberger, quoted by Hycner (1999, pp.

153-154), captures it as follows:

Whatever the method used for a phenomenological analysis the

aim of the investigator is the reconstruction of the inner world of

experience of the participant. Each individual has his own way

of experiencing temporality, spatiality, materiality, but each of

these coordinates must be understood in relation to the others

and to the total inner ‘world’.



GROENEWALD, SCHURINK98

At this point Groenewald conducted ‘validity checks’ and

returned the ‘analyses’ to the participants to determine if the

essence of the interview has been correctly ‘captured’

(Hycner, 1999, p. 154). A few modifications were done as

result of this ‘validity check’.

(e) General and unique themes for all the inter views and composite

summary. After the process outlined from (a) to (d) was

completed for all the interviews Groenewald looked “for the

themes common to most or all of the interviews as well as

the individual variations” (Hycner, 1999, p. 154). Care was

taken not to cluster common themes if significant

differences existed. The unique or minority voices are

important counterpoints to bring out regarding the

phenomenon researched.

Groenewald concluded the explicitation by writing a

composite summary, which reflects the context or ‘horizon’

from which the themes emerged (Hycner, 1999, p. 155;

Moustakas, 1994, p. 97). According to Sadala and Adorno

(2001, p. 289) the researcher, at this point “transforms

participants’ everyday expressions into expressions

appropriate to the scientific discourse supporting the

research”. However, Coffey & Atkinson (1996, p. 139)

emphasise that “good research is not generated by rigorous

data alone … [but] ‘going beyond’ the data to develop ideas”.

Initial theorising, however small, is derived from the

qualitative data.

RESULTS

The results of this study reflects the views of a considerable

range of fields or disciplines, which is summarised in Table 1.

Capital alphabet letters are used in Table 1 for ethical reasons,

i.e. to protect the identity of participants and their employers.

The same alphabet letters hereafter serve to identif y the voices

of relevant participants.

TABLE 1

THE RANGE OF PARTICIPANTS INTERVIEWED

Educational institution based Commerce, industry and/or 

interviewees represented the government based interviewees 

following fields or disciplines: represented the following fields or 

disciplines: 

A. Human resources/personnel F. General management development

management and general middle for local government.

management education.

B. Project management. G. Commercial and financial 

accounting services.

C. Senior and middle general H. Construction and civil engineering.

management development.

D. Marketing and management I. Science, technology, engineering 

sciences. and minerals research.

E. Information technology. J. Travel, tourism and public 

transportation. 

Composite summary

A wide spectrum of perspectives was found regarding the

phenomenon of joint educational ventures and the perceived

value derived from such collaborative efforts. Among others,

the significant role of mentors and the importance of a suitable

mentor supervising work-based learning stood out. Associated

with this was the importance of commitment by employers and

the capacity to devote managerial energy. However, difficulty

is generally experienced in finding sufficient suitable

experiential learning opportunities. There is a perception that

experiential learning does not add value because of its

deficiencies and the constraints experienced regarding its

proper management. However, based on the good results

derived from in-service training and satisfaction with the

integration of theory and practice, we encountered an

opposing perspective. Learnerships as element of the national

skills development strategy were further perceived important

and contributing to societ y at large. Another important

perspective was the required responsiveness by educational

institutions to the needs of enterprises. Although some

educational partnerships tailored to organisational needs

existed, the failure of educational institutions and inflexibility

of partnerships were also prevalent.

Unique themes

The composite summary above only reflects the themes that are

common to most or all of the interviews. As already indicated

individual variations or unique themes (Hycner, 1999) are equally

important. Several themes emerged from this study, which are

reflected in Table 2. The themes that emerged are in column 1 in

the table and the research participants from which the themes

originated are indicated with ticks in the relevant columns.

TABLE 2

THE SCOPE OF THE QUALITATIVE DATA COLLECTED

Themes that emerged Research participants (see table 1)  

A B C D E F G H I J 

Curriculum adaptation to fit � � � �

corporate needs is enabled by 

collaboration between Higher 

Education institutions and 

enterprises. Formal bureaucracy 

disempowers, whereas 

entrepreneurial freedom empowers. 

The functioning of advisory � � � �

committees leaves a lot to be 

desired. 

The benefits of learning from work � � �

placements are undermined as a 

result of a lack of opportunities 

and support from providers. 

Views varied regarding the � � � � � �

certification of in-service training 

providers. Monitoring of 

experiential learning providers 

seems problematic. Structured in-

house programmes appear to 

work fine.

A ‘talent pool’ is formed by offering � �

in-service training programmes.     

Learnerships’ are an important � � � � �

element of the South African 

government skills development 

strategy.  

Mentoring plays a significant role in � � � �

work-based learning, as well as at 

post-graduate level. 

Learning is accelerated when real � � � �

Work-based learning offers learners � �

the opportunity to clarif y their 

career choice.    

Educators and mentors should �

always take into consideration that 

although they are synchronously in 

a situation with learners from 

another generation their world-

views are dissimilar to those of the 

learners.

With regard to the importance of collaboration between

enterprises and educational institutions participant J declares

that 

“institutions have their curriculum outlined and corporate

world has certain expectations, but the two do not really

meet, however, we experienced that we could sit down with

the staff and tell them what we as an organisation need”. 



CO-OPERATIVE EDUCATION IN THE GROWING OF TALENT 99

Participant A proclaims, 

“programmes developed specifically for industry … came

about as result of the inflexibility of the institution’s formal

programmes in relation to the changing needs in the

market”. 

Participant A asserts that inflexible national educational

structures do not accommodate rising industry needs and

mentions that “one of the biggest problems currently in South

Africa is the inflexibility of formal programmes”. Participant G

experiences institutions as inflexible and remarks that

“[u]nfortunately the technikons do not see the urgency as the

companies see it, technikons are quite happy to carry on

until they hit a brick wall and then they change”. 

Participant A motions that “a culture of entrepreneurship

needs to be established at Higher Education institutions” and

a consulting mindset espoused among academics. Participant

A explains that the curriculum of formal programmes may

serve as ‘spine’ or broad mental framework with which to

approach the client. This idea is echoed by the views of

participant F.

According to research participants the functioning of technikon

advisory committees leaves a lot to be desired. 

Participant H observes:

“[a] diverse grouping of people, representing diverse

organisations, attends [a advisory committee meeting] and

needs to arrive at decisions, as a result people waffle” and

often experiences that the “attendees of advisory committee

meetings as being ill informed about preceding actions”. 

It appears that advisory committees primarily serve the

purpose of sharing technikon information with commerce

and industry. It is the experience of participant G that

advisory committees primarily serve the purpose of sharing

technikon information with commerce and industry.

Participant E corroborates this by acknowledging that

although an advisory committee exists for their programme it

“[s]ometimes meets once a year or once every two years, you

tell industry what you are doing and they say great!”

Participant E admits that the interaction has not been close

and that involvement should be closer. 

From the data collected it is evident that the CTP’s ideals 

with regard to the functioning of advisory committees, do 

not necessary materialise. However, in contrast, participant B

(universit y-based) claims that regarding their research

advisory board “members are consulted in the research

strategy of the departments involved and what needs to 

be researched”.

Participant B submits that “[t]he principle of work integrated

learning is laudable and the concept is sound” but that

“[s]ignificant industry experience at under-graduate level is

practically problematic”. And further: 

“[a]n extremely sensitive and willing industry partner is

necessary to make reaching out activities, practical projects

and vacation work successful” and observes that “the success

of learning from work experience is fully dependent on the

fact if an industry partner is supportive and available, that has

the time and energy at management level to make this

learning happen”. 

Participant D finds that “the institution struggles to place

students”. Their experience is that “employers no longer want to

take students, due to resource constraints, mainly no longer

having money to remunerate students but also not having

people available/willing to mentor students”.

Participant G complains, “there is a big gap between the tertiary

institutions and business with regard to what is expected and

what happens in experiential learning”. With regard to the

monitoring of experiential learning, participant G further

observes that the institution sends 

“somebody out once during a semester to interview, talk

about and see if experiential learning takes place correctly …

students are essentially cheap labour … training is

consequential and production the purpose. There is a big

deficiency”. 

When comparing the five scenarios (views of participants C

and D that are institution-based, and participants F, G and I

that are enterprise-based) to the fundamentals of co-operative

education, only participant F’s scenario represents good co-

operative education practice. Only the scenarios of

participants F and J are indicative of managed integration of

theory and practice. It is important to note that both are

enterprise-based. Instead, one would have expected that the

views of institution-based participants would have reflected

good co-operative education practice.

Both participants I and J remarked that in-service training

programmes offer enterprises the opportunity to get to know

the performance of people in training. This knowledge enables

enterprises to make informed choices regarding who to consider

for future employment. Participant J takes pride in saying “[w]e

created a talent pool, if there is a vacancy we know whom to

employ” and asserts that “[w]e further do not have to use

strangers because we know that we already have a pool of

people”. The money that would have been spent on recruiting is

rather spent on training.

Participant H professes that 

“learnerships are part of the national skills strategy, which is

about human development … [it is] the vehicle (karretjie om

mee te ry) … learnerships offer certain incentives from

government and opportunities for enterprises”. 

Participant G indicates that the “hot subject at the moment is

learnerships” and particiapnt C asserts that in-company

programmes, which are still very popular in South Africa, are

gaining interest from Sectoral Education and Training

Authorities (SETAs). Particiapnt F claims that certificates issued

by enterprises are no longer adequate, people want more

substantial acknowledgement, which a learnership

qualification offers. Participant G believes that it is feasible to

convert an existing formal qualification to unit standards and

that it can then become a learnership, which will make it easy

for an enterprise to recover bursary funding and increase

available opportunities.

Mentoring and mentorship come into play in educational

programmes with the application of the theory studied and how

the theory is applied in reality, according to participant H, who

states “it brings out the ‘know how’ of a person”. This ‘know

how’ (or talent) represents the person’s value to an employer.

Regarding the importance of mentors, participant C states 

“mentors play a significant role … they are expected to fulfil

their role as mentor or face the possibility of being surpassed

by the would-be mentee … this keeps mentors on their toes …

requirements include both theoretical know-how and

practical competence … the mentor facilitates the experiential

learning of participants”. 

Regarding the importance of the mentor in the work-based

learning setting, participant E remarks “[y]ou have to evaluate

the mentor as well, because if you place a third year student in a

company the mentor should be adequately experienced and

qualified”. At post-graduate level, according to participant B, it is

often the practice that 



GROENEWALD, SCHURINK100

“[t]he participant has a study leader (academic person at

university) and a mentor, in industry. The mentor considers

the relevance of what is taught, if it addresses the problems

experienced in industry, and if what is taught is applicable”. 

It is important that the reader realises that this type of research

differs from other postgraduate research conducted at

universities in that it is concerned with truth (‘die waarheid’).

Participant E reinforces that 

“co-operative education is an educational model that

integrates classroom theory with real-life work placements.

To be most effective, a work placement has to be managed

by the educator and not just something left up to the

company”. 

Participant G remarks that it is their experience as employer that 

“students during the first half of their experiential leaning do

not contribute much, they are very raw and do not know

anything. They do very basic stuff. During the second half

they are very productive. The money spent on them is a good

return on investment. However, the value of the individual

depends very much on her/his own curiosity and drive. Some

require pushing”. 

With regard to the second year of company-specific training

and the productivity of in-service trainees during the second

half, participant I declares that “[a]n in-service training

st udent becomes fully a member of a design or pilot

campaign , which is carefully thought out”. Participant J

points out the unfort unate realit y that people from

disadvantaged communities often do not have access to

gaining work experience.

Participant J emphasises that 

“Students partaking in a joint venture programme are really

advantaged because they can see if this is what they really

want. They can see is what they will really be going through

when they completed their degree, diploma or certificate”. 

With regard to the matter of choices participant H presents a

personal theoretical construct which he calls ‘synchronous

dissimilarit y’ (gelykt ydige ongelykheid). He asserts that

different generations are simultaneously in the same time

frame but are dissimilar (‘synchronous dissimilarit y’) 

with regard to values and approach to work, learning and life.

He emphasises that when growing talent through

collaborat ion bet ween educat ional inst it ut ions and

employers, it should be taken into consideration that the

world-views of learners are likely to be different from 

those of the educators or trainers.

Perspectives of programme participants

In one case, 29 learnership participants wrote essays about

their points of view, feelings about and/or perspectives on the

programme they were undergoing. In another case four

participants wrote essays and three participated in a focus

group interview. Many express a great deal of optimism and

gratitude, whereas others indicate some measure of stress, and

a few express pessimism or convey criticism. The word

”talent” was used spontaneously in three essays. Selected

perspectives are:

The programme is considered a great opportunity for people

seeking to take up a particular career.

� The programme “gives young people hope for the future” in

that it helps learners to obtain tertiary qualifications from

reputable institutions Employers look for people with

experience, which a learnership offers.

� The programme gives you an opportunity to realise your

God-given potential and talent. 

� The programme is a talent scout to society as a whole, but

more specifically benefits the most under-privileged people,

who cannot afford to learn and need assistance. The

programme helps to improve the well-being of society.

� The system of learnerships, where employers and educational

institutions work together, should be taken down to school

leavers to jumpstart their careers and to help those people

with the love for and talent towards a specific job.

� The programme exposes one to many things, including the

employer, the educational institution, team-building, getting

to know yourself and your capabilities, grooming, discipline,

responsibility and the drive to work hard. Participants are

most fortunate.

� The programme “prepares us for times ahead when we will

actually be involved in the workplace”.

� The programme is very good, but stressful with regard to all

the things that need to be learned. The programme offers

opportunities to practise what you have been taught. You

acquire good communication and telephone skills, as well as

knowledge of e-mail, and you learn good grooming and how

to dress for work.

� You are learning under pressure, and you learn about time

management and the more efficient use of time.

� Employers should pay attention to the way they inform their

staff about the learnership programme, as some departments

were disorganised.

� Too much time is spent in some departments, as it is possible

to understand what is going on in a shorter period.

� The programme schedule makes provision for lectures and

working experience only, not for study time, for which

provision should be made. Guidance and supervision in the

workplace are further lacking, and there should be dedicated

staff in each department to teach students.

The stress related to working late or night shifts and the

restrictions that this places on study time make the programme

difficult, especially if one is writing an examination the

following day. Concerns were also expressed about safety if

working abnormal hours.

The examination performance expectations set by the employer

are threatening and create anxiety. Participants sometimes felt

like leaving the programme.

“[A]part from the technical skills that some subjects are offering

me I learn a lot on how to work with people”. The participant

felt that the technikon programme is far better than some purely

academic programmes in that it shaped him/her to be a

professional person able to slot into a strategic management,

planning, and even admin-related position in addition to

performing purely technical duties, “thus making me extremely

versatile, flexible and giving me a solid enough base to expand

on in future”.

“I have basically earned all my practicals at work … it has

been quite embarrassing for me when I couldn’t do the most

basic things … [i]t’s a very sad situation when you meet other

students from other institutions having a clear

understanding of basic stuff …”.

“The experience and training that I have been privileged

enough to receive [where I worked] has been invaluable … I

firmly believe that I learned more about the [xx] field in the

8 months that I have been [working] than I learned in 2½

years at [the technikon]”. 

DISCUSSION

The ten participants interviewed (five education institution-

based programme managers and five enterprise-based

representatives) shared a comprehensive range of perspectives.

From these shared perspectives, although the findings cannot



CO-OPERATIVE EDUCATION IN THE GROWING OF TALENT 101

be generalised, one may conclude with some confidence that

co-operative education has the potential to serve as an

educational paradigm to grow the talent of people in South

Africa. However, from these perspectives it seems also

reasonable to conclude that there are currently several

shortcomings and/or restraining factors with regard to the

practice of co-operative education.

From this st udy, it is clear that not all programme

participants are equally satisfied; some are more satisfied

than others. In order to optimise the learning of those

programme participants who are less satisfied, appropriate

intervent ions are recommended, such as for example 

making the necessary arrangements that programme

participants do not work nightshift prior to a test. Other

interventions may include stress management training by 

the instit ution’s st udent counselling services. From the

perspectives of participants it is further evident that the

logistical organisation and co-ordination of programmes may

require improvements.

However, we also found that bureaucratic processes refute 

the core principles of co-operative education. These

bureaucratic processes obstruct needs-focused (where

experiential learning is integrated) curriculum design. We

further found that advisory committees do not function 

the way they are intended.

We found that major difficulties are experienced in finding

sufficient experiential learning placement opportunities for

students. It appears that supportive and reliable partners are

crucial and must be nurtured. Learnerships appear from the

findings of this study to be exemplary of good co-operative

education practice.

It is important to note that the benefits derivable from

experiential learning are largely undermined, according to 

the research findings, as a result of inadequate arrangements,

co-ordination and monitoring. From the findings it is clear 

that the appropriate level of supervision and/or mentoring 

of experiential learners is a key to the success of co-operative

education.

On a more positive note, co-operative education programmes

are instrumental in creating a talent pool, and afford

programme participants the opportunity to clarif y their career

choices by being exposed to workplace realities.

From a limited degree of data triangulation that was feasible, it

is clear that the notion of an integrated curriculum is highly

valued by co-operative education programme participants, but

that the organisational logistics may be problematic.

The qualitative research findings and literature review of the

present study are of importance to four clusters of bodies:

(a) For the Rand Afrikaans University’s Centre for Work

Performance. The findings address one of the major issues

identified by the centre for resolution: the growing of talent.

The literature review and findings of the present study are of

considerable value to the endeavours of enterprises that are

seeking ways to enhance their efforts in growing the talent of

their people and should form part of the literature sources of

the centre.

(b)For the technikon sector of Higher Education in South

Africa. The qualitative research findings are of importance to

the Committee of Technikon Principals (CTP) and technikon

management, because the findings question the CTP’s

assumptions regarding the practice of co-operative education

by technikons in Gauteng. The findings further suggest an

inefficacy of technikon education.

The findings are of importance to the Department of

Education (DoE), the Council on Higher Education (CHE),

South African Qualifications Authority (SAQA) and the CTP,

because the findings suggest that the national process with

regard to the approval of technikon qualifications is counter-

productive to needs-focused education by technikons.

(c) For the national role players in the position to amend the

Skills Development Levies Act. The findings and literature

review are of importance to the Department of Labour (DoL),

DoE, the South African Revenue Services (SARS) and the

National Treasury in view of the contemplated amendments

to the Skills Development Levies Act to make provision for

funding co-operative education programmes.

The findings and literature review are of importance to 

DoL, the various Sectoral Education and Training 

Authorities (SETAs) and professional bodies, because of 

the valuable contribution regarding the design and

improvement of learnerships and similar co-operative

education programmes.

(d)For the national government role players involved in the

national human resources development (HRD) strategy.

The findings and literature review are of importance to the

South African national government and associated role

players (for example, Dol, DoE, commissions such as the

Black Economic Empowerment Commission, political

parties, etc.) with regard to the national HRD strategy, skills

development policies, etc.

From the positive experiences of research participants about

joint educational ventures and/or the perceived value derived

from collaborative efforts, it can be concluded that co-

operative education presents itself as an educational strategy

to enable Higher Education institutions to contribute

significantly to the talent growth required among the people

of South Africa.

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