Terms And Conditions Of The Memorandum Of Agreement Work Immersion Slideshare

3 I. OBJECTIVES OF THE WORK IMMERSION PARTNERSHIP The objec­tives of the Work Immer­sion Part­ner­ship are: 1. to com­ple­ment the for­mal pro­gramme of the SHS pro­gramme with spe­cific con­tri­bu­tions from com­pany experts and prac­ti­tion­ers in order to adapt and bring the SHS pro­gramme into line with work­ing stan­dards; 2. develop in shs pro­gramme stu­dents the knowl­edge and skills rel­e­vant to the needs of the labour mar­ket in area 3. SHS stu­dents have a rel­e­vant learn­ing expe­ri­ence by look­ing at the real work envi­ron­ment. 4. In order to cre­ate a work immer­sion part­ner­ship between the school and the com­pany, stu­dents, teach­ers and staff of the schools con­cerned shall be allowed to use and access the work­place and the company‘s equip­ment as part of their pro­fes­sional immer­sion pro­gramme. RESPONSIBILITIES OF THE PARTIES A. Joint respon­si­bil­i­ties both the school and the enter­prise must: 1. Cre­ation of a joint work­ing group to pre­pare the action plan for the oper­a­tional­iza­tion of the part­ner­ship. 2. Estab­lish a joint Steer­ing Com­mit­tee to mon­i­tor the progress of the Part­ner­ship and to ensure com­pli­ance with the pro­vi­sions of this Agree­ment (MOA). 3.

Com­ply with all laws, mem­o­randa and cir­cu­lars relat­ing to child pro­tec­tion (see Appen­dix A). 4. Develop the stu­dent work immer­sion mod­ule that spec­i­fies the goals and objec­tives, the desired out­comes of the pro­gram and how to achieve those out­comes, also tak­ing into account the spe­cific knowl­edge, skills, atti­tudes, and skills that the stu­dent should acquire at the end of the pro­gram. (See Appen­dix C and Appen­dix D) 5. Develop a daily work fib­ril­la­tion plan for activ­i­ties, fol­lowed by stu­dents through­out the dura­tion of the Work Immer­sion Pro­gram. 6. For­mu­late local poli­cies and guide­lines for stu­dent immer­sion (immer­sion par­tic­i­pants) for the selec­tion, place­ment, mon­i­tor­ing and eval­u­a­tion of stu­dents (immer­sion par­tic­i­pants) to ensure that each stu­dent is assigned to an immer­sion part­ner appro­pri­ate to their track, qual­i­fi­ca­tions and apti­tude. (See Annex C and Annex D) 4 B. Com­pe­tences of the school The school must: 1. Iden­tify and indi­cate the SHS tracks, strands and/or spe­cial­i­sa­tions which will be the sub­ject of the part­ner­ship (see Annex D) 2.

Make the nec­es­sary adjust­ments to con­tex­tu­al­ize SHS top­ics based on com­pany entries…