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e-ISSN: 2710-2572
2024: Vol 6, pp 1-14. https://doi.org/10.38140/ijrcs-2024.vol6.13
Interdisciplinary Journal of Rural and Community Studies
How to cite this article:
Nkosi, S. C., Mahlahla, L., & Oparinde, K. (2024). Enhancing service delivery via Work-Integrated Learning (WIL) at uMzimkhulu Local Municipality, South Africa.
Interdisciplinary Journal of Rural and Community Studies, 6, 1-14. https://doi.org/10.38140/ijrcs-2024.vol6.13
Enhancing Service Delivery via Work-Integrated Learning
(WIL) at uMzimkhulu Local Municipality, South Africa
Abstract: Municipalities in South Africa face numerous
challenges that hinder efficient service delivery. One of
these challenges is the lack of implementation of required
services, leading to citizen dissatisfaction and protest ac-
tions. This study aims to investigate methods for improv-
ing service delivery in public institutions in South Africa
through the implementation of work-integrated learning
(WIL) programmes. Data for this study was collected from
the uMzimkhulu local municipality in KwaZulu-Natal,
specifically from the Harry Gwala District. A total of 56
participants took part in the study, including 28 WIL stu-
dents and 28 mentors. This ensured representation from all
departments within the municipality. Two separate sets of
questionnaires were used to collect data from these two
groups. Data analysis was performed using the Statistics
Packaging for Social Sciences (SPSS) version 27. The study
identified several challenges that currently hinder the ef-
fective implementation of WIL programmes within the
municipality. As a result, it is recommended that the mu-
nicipality provide training for WIL students and establish
efficient monitoring and evaluation processes for the WIL
programmes. Additionally, the municipality should in-
volve students in WIL programmes in matters related to
progressive initiatives and provide further support to en-
hance their ability to handle client services. It is also
advised that the municipality prioritise the development of facilities and resources for WIL students
to fully engage them in their work.
1. Introduction
As more citizens experience unsatisfactory quality in services delivered by public institutions, Work-
Integrated Learning (WIL) programmes can be used as an effective tool to improve service delivery.
Johnson et al. (2016) also believe that public institutions should have a solid understanding of WIL
platforms to ensure successful implementation. However, there has been limited investigation into
how WIL programmes can enhance service delivery in South African public institutions, particularly
in uMzimkhulu local municipality. Therefore, this study aims to examine the potential influence of
WIL programmes on the development of public service delivery. In recent years, dissatisfied citizens
across South African municipalities have engaged in violent protests due to the failure of public
institutions to meet their needs. Bhorat et al. (2018) argue that efficient public services require an
adequate number of personnel. Unfortunately, the current situation suggests a shortage of personnel,
which negatively impacts service provision and leads to citizen dissatisfaction and protests.
According to Statistics South Africa (2023), the most common complaints relate to the lack of suitable
health facilities, education services, housing, water and sanitation, and crime prevention.
It can be argued that further assistance is needed to improve service delivery. Jackson (2017) suggests
that students from educational institutions are energetic and innovative, and they often seek new
Keywords: Public institutions, public administration, service delivery, work-integrated learning,
local municipality.
Sikhona C. Nkosi1
Linah Mahlahla2*
Kunle Oparinde3
AFFILIATIONS
1,2Faculty of Management Sciences,
Durban University of Technology,
Durban, South Africa.
3Institute of Systems Science, Durban
University of Technology, Durban, South
Africa.
CORRESPONDENCE
Email: LinahM@dut.ac.za*
EDITORIAL DATES
Received: 01 May 2024
Revised: 22 July 2024
Accepted: 23 July 2024
Published: 30 July 2024
Copyright:
© The Author(s) 2024.
Published by ERRCD Forum.
This is an open access article distributed
under Creative Commons Attribution (CC
BY 4.0) licence.
DOI: 10.38140/ijrcs-2024.vol6.13
Interdiscip. j. rural community stud.
- 2 - Nkosi, Mahlahla & Oparinde, 2024
information by asking questions. Therefore, students are willing to participate in WIL programmes
to contribute to the responsibilities of public institutions. Atkinson (2016) emphasises the importance
of mentor involvement in WIL processes to ensure that students are guided according to the
institution's needs. Experienced mentors are essential to achieving the strategic goals of public
institutions. This study also examines the professional relationships between mentors and WIL
students to identify opportunities for further development in service delivery. According to Fleming
and Pretti (2019), WIL is a programme that is initiated by institutions involving tertiary institutions,
the actual workplace, and students in order to function effectively. In this programme, students
integrate theoretical knowledge into practice in a formal workplace environment. These programmes
also equip students with real-life experiences, including learning independence, composing
curriculum vitae, and preparing them for the challenges of the labour market, leading to employment
and significant improvement. Mallozzi and Drewery (2019) advocate for WIL programmes that
provide students with a sense of protection and acceptance, enabling them to be productive in a work
environment. Public institutions assign mentors for guidance on work-related matters and personal
development plans to enhance fundamental development opportunities, improve student skills, and
promote efficient learning and performance in the work environment. Fleischmann (2015: 34) also
asserts that students in WIL should have constant interaction with clients to gain an understanding
of client-oriented service and meet client expectations.
The government mainly focuses on internships, apprenticeships, community service, and in-service
training as forms of training for all students on WIL programmes in their institutions. Roeloffze and
Kleynhans (2018) state that challenges faced include development strategies that are not associated
with WIL programmes and practitioners lacking vast knowledge of WIL matters. Dlamini (2018:94)
contends that underdeveloped institutions tend to deprive proper learning experience opportunities
with respect to WIL due to the inadequacy of mechanisms to be utilised for effective learning
exposure in these programmes. Municipalities are deprived when it comes to WIL student intake, as
they have limited office space and a limited budget allocation for stipend payments. Tseane-Gumbi
(2019) and Urban and Gaffurini (2017) encapsulate that to have a positive social impact within
societies, the government should initiate mechanisms that will combat service delivery challenges in
South African communities. Such mechanisms can include the utilisation of WIL students to improve
service delivery. Among the WIL students in uMzimkhulu local municipality, there are those who
have completed their qualifications from universities and require on-the-job training, often referred
to as graduate interns. Additionally, there are students who require practical experience within the
municipality, often from Technical and Vocational Education and Training (TVET) colleges, but have
not completed their qualifications within their respective fields of expertise. The WIL students in the
second cohort are often referred to as in-service trainees or student interns. All units within the
municipality are represented by WIL students who have either completed a relevant qualification to
complement the functions of the respective unit or are working towards obtaining a relevant
qualification. These qualifications include financial management, supply chain management,
auditing and management accounting, public relations & communication, public management, fleet
management, human resources management, information technology, and electrical engineering.
It is the contention of this study that WIL students can contribute to the efficiency of institutions'
service delivery provided they receive the right mentorship and training. Hence, this study hopes to
investigate how WIL students can be incorporated into the municipality affairs in a way that will
allow them to contribute to the efficiency of service delivery.
2. Methodology
This quantitative study adopted a descriptive research design approach to investigate the potential
of WIL programmes on service delivery within public institutions. As Kumar (2018) notes, a
quantitative study design is steadier, has more reliable results, and can be categorised in simple
Interdiscip. j. rural community stud.
- 3 - Nkosi, Mahlahla & Oparinde, 2024
forms. Thus, this study employed questionnaires as a tool for data collection, as this form of
measuring instrument was deemed economical and could capture adequate data within a reasonable
period. A 5-point Likert scale questionnaire was utilised in this study to gain detailed information
from the participants. The content of these questionnaires was sufficient to assist in the collection of
the required information. The gathered data for this study were transcribed numerically through the
Statistical Package for the Social Sciences (SPSS) version 27 and interpreted. In doing so, the
researcher was able to collect the views of the municipal officials (mentors) and WIL students
(mentees) regarding their experiences at the municipality and how the WIL programme can be
deployed to achieve improved service delivery. The study employed purposive sampling to gather
relevant participants, which relied on the researcher's selection of a sample based on certain
characteristics. In this study, the characteristics considered are that the first set of participants should
be permanent staff members who are also mentors on WIL programmes. The second set of
participants are students on WIL programmes at the municipality.
Purposive sampling was considered ideal for this study as it allowed the researchers to select specific
participants who were directly involved in the WIL programmes within the municipality. The study
analysed and interpreted the data to produce descriptions in the form of percentages, followed by a
detailed description of the participants' perceptions regarding the WIL programme. The study was
conducted at the uMzimkhulu local municipality office located in the Harry Gwala District in the
province of KwaZulu-Natal. The researcher chose this public institution because it has better-
structured units, which means it has a broader representation of the target population as opposed to
provincial departmental offices located in the same area. The target population for this study is 30
permanent uMzimkhulu local municipality officials who are also responsible for mentoring WIL
students, as well as 30 students on WIL programmes in the municipality. A total of 28 participants
were selected among the permanent staff members to participate in the study, while another 28 were
also selected from the student cohorts on WIL programmes. Importantly, all departments within
uMzimkhulu local municipality are represented in this target population. The names and identities
of the participants were not sought in order to ensure anonymity and confidentiality. The
participants gave their consent in writing and were made to feel at ease that the information they
shared was for research purposes only and would be treated with utmost confidentiality.
Furthermore, permission to conduct research was sought from the municipality management, and
the study also received full ethical approval from the Institutional Research Ethics Committee at the
Durban University of Technology.
3. Presentation of Results
This section presents the statistical results obtained from the perceptions of WIL students and
mentors regarding how WIL programmes can enhance service delivery in public institutions. This
information is presented in the form of a table, which displays the participants' responses through
frequencies and percentages for each statement. Below, we provide two tables: Table 1 displays the
responses of WIL students, and Table 2 displays the responses of the mentors.
Table 1: Perceptions of WIL Students at uMzimkhulu Municipality regarding their experience and
involvement in the improvement of service delivery
Statement
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
My duties are in line with my
qualifications.
-
-
-
-
1
(3.6%)
11
(39.3%)
16
(57.1%)
My duties are aligned with the
objectives of the institution.
-
-
-
-
2
(7.1%)
14
(50%)
12
(42.9%)
WIL students contribute
efficiently to service delivery.
-
-
-
-
5
(17.9%)
16
(57.1%)
7
(25%)
Interdiscip. j. rural community stud.
- 4 - Nkosi, Mahlahla & Oparinde, 2024
I receive adequate feedback
from my mentor.
-
-
-
-
1
(3.6%)
17
(60.7%)
10
(35.7%)
The municipality allows me to
make decisions based on
service delivery.
1
(3.6%)
1
(3.6%)
13
(46.4%)
9
(32.1%)
4
(14.3%)
I attend capacity development
training for better ideas on the
improvement of service
delivery.
-
-
1
(3.6%)
4
(14.3%)
14
(50%)
9
(32.1%)
My workload is manageable.
-
-
-
-
3
(10.7%)
9
(32.1%)
16
(57.1%)
My mentor is skilled in
mentoring and coaching.
-
-
-
-
4
(14.3%)
9
(32.1%)
15
(53.6%)
My mentor shows interest in
solving my problems.
-
-
-
-
4
(14.3%)
11
(39.3%)
13
(46.4%)
My mentor equips me with the
resources necessary for
effective performance in service
delivery.
-
-
1
(3.6%)
3
(10.7%)
12
(42.9%)
12
(42.9%)
As a WIL student, I contribute
effectively to this institution’s
service delivery.
-
-
-
-
1
(3.6%)
16
(57.1%)
11
(39.3%)
There is a high level of
dissatisfaction displayed by
uMzimkhulu citizens due to
poor service delivery.
4
(14.3%)
5
(17.9%)
9
(32.1%)
7
(25%)
3
(10.7%)
Dissatisfaction is normally
displayed through protest
actions.
2
(7.1%)
8
(28.6%)
3
(10.7%)
12
(42.9%)
3
(10.7%)
My concerns regarding WIL
programmes are attended to by
my mentor.
1
(3.6%)
4
(14.3%)
3
(10.7%)
15
(53.6%)
5
(17.9%)
I am able to articulate feedback
from my mentor and work on
improving my performance.
-
-
-
-
2
(7.1%)
11
(39.3%)
15
(53.6%)
I would participate in WIL
programmes in this
municipality, given another
chance.
-
-
-
-
3
(10.7%)
8
(28.6%)
17
(60.7%)
Table 2: Perceptions of municipal staff at the uMzimkhulu Municipality regarding their experience and
involvement of WIL students for the purpose of improving service delivery
Statement
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
I have attended training for
effective mentoring on WIL
programmes.
7
(25%)
11
(39.3%)
1
(3.6%)
7
(25%)
2
(7.1%)
Interdiscip. j. rural community stud.
- 5 - Nkosi, Mahlahla & Oparinde, 2024
I contribute to the successful
implementation of WIL
programmes.
12
(42.9%)
14
(50%)
1
(3.6%)
1
(3.6%)
-
-
The purpose of the institution is
well understood by WIL
students.
9
(32.1%)
11
(39.3%)
7
(25%)
-
-
1
(3.6%)
WIL programmes are beneficial
to this municipality.
-
-
1
(3.6%)
3
(10.7%)
16
(57.1%)
8
(28.6%)
I motivate WIL students to
explore their knowledge and
achieve their goals.
14
(50%)
14
(50%)
-
-
-
-
-
-
My institution has mechanisms
in place to improve WIL
programmes.
4
(14.3%)
16
(57.1%)
6
(21.4%)
2
(7.1%)
-
-
I am able to integrate WIL
students into institutional
strategic planning decisions.
5
(17.9%)
15
(53.6%)
4
(14.3%)
2
(7.1%)
2
(7.1%)
Monitoring of WIL students is
effectively implemented in this
municipality.
9
(32.1%)
12
(42.9%)
4
(14.3%)
1
(3.6%)
2
(7.1%)
WIL programmes are in line
with institutional service
delivery programmes.
11
(39.3%)
14
(50%)
2
(7.1%)
1
(3.6%)
-
-
Facilities in the municipality
allow WIL students to excel in
service delivery.
8
(28.6%)
8
(28.6%)
6
(21.4%)
4
(14.3%)
2
(7.1%)
Standardised and simple
service delivery procedures are
available for WIL students.
6
(21.4%)
14
(50%)
8
(28.6%)
-
-
-
-
WIL students are important
role players in institutional
development.
-
-
-
-
4
(14.3%)
12
(42.9%)
12
(42.9%)
There are challenges in the
municipality that prevent the
successful implementation of
WIL programmes.
2
(7.1%)
8
(28.6%)
8
(28.6%)
-
-
10
(35.7%)
The municipality’s service
delivery performance needs
improvement.
-
-
2
(7.1%)
2
(7.1%)
13
(46.4%)
11
(39.3%)
WIL students have an
opportunity to interact with
citizens for better quality
services.
-
-
-
-
3
(10.7%)
16
(57.1%)
9
(32.1%)
I am available to provide
guidance and monitoring to
WIL students.
-
-
-
-
1
(3.6%)
12
(42.9%)
15
(53.6%)
Municipality’s poor service
delivery triggers the most
protest actions by its citizens.
2
(7.1%)
2
(7.1%)
8
(28.6%)
9
(32.1%)
7
(25%)
Interdiscip. j. rural community stud.
- 6 - Nkosi, Mahlahla & Oparinde, 2024
I provide WIL students with
the resources necessary to
contribute to performing
effectively in service delivery.
1
(3.6%)
-
-
6
(21.4%)
15
(53.6%)
6
(21.4%)
3.1 Discussion of findings
Table 1 reveals that WIL students contribute efficiently to service delivery. Encouraging WIL
students to partake in service delivery matters by working with citizens and within internal
municipal affairs equips them with vast organisational work ethics and knowledge. Winborg and
Hägg (2023) concur that students involved in external initiatives exercise the networking skills they
have developed through contacts and networking with both external and internal role players. This
affirms that there is mutual understanding through effective communication channels, and
opportunities for growth are shared among all parties involved in agreement to the benefits. Effeney
(2020) argues that despite positive relationships between stakeholders, there are potential risks
involved that hinder the vigorous success of the WIL programmes. These include discrimination
against WIL students, the anxiety they experience, potential injuries on duty, exhaustion, not fitting
into the programme, and limited vacation leave. As such, various models must be collectively
considered to combat potential risks involved in the WIL programmes. The reactive dedication
shown by WIL students proves that they are keen on achieving the best outcomes in their WIL
programme. Lim et al. (2020) indicate that WIL is seen to be beneficial in terms of increasing students'
confidence in their talents and achievements in a work environment. Furthermore, Lim et al. believe
that education is the application of resilience to increase students' academic attainment and
ultimately show improved performance. With their vast knowledge of efficient technology use, WIL
students can contribute positively to service delivery. Nel and Marais (2020) and McReynolds et al.
(2020) add that WIL students can interact using online learning platforms with ease while
maintaining productive relationships. These platforms include WhatsApp, Skype, Zoom, Facebook,
and Twitter. As such, WIL students and mentors were compelled to acquire digital skills during the
COVID-19 pandemic era, which have remained useful to date.
It has been noted that most WIL students at uMzimkhulu Municipality would participate in a WIL
programme within the municipality again if given another chance. One can surmise that the WIL
students most probably felt valued and that their experience with the municipality was fruitful,
professional, and maintained a high-quality image. Martin and Rees (2019) concur that many WIL
students have witnessed great moments and expressed delight regarding the experience and self-
assurance. Moreover, WIL students felt appreciated by their academic and professional mentors and
were reaffirmed of their expected future occupation route. As such, it is imperative that WIL students
attain various forms of training and workshops to support both their tertiary-level education and
workplace education so that both spheres can be incorporated together for effective performance. It
is within this context that Khampirat, Pop, and Bandaranaike (2019) suggest that higher education
institutions should have suitable training, coaching, mentoring, and consultation structures as
essential tactics to enhance students' professional capacities. This can be achieved in both the
industry and at the tertiary level in order for WIL students to be effective and increase their ability
to undertake challenging work responsibilities.
WIL students stated that their concerns with respect to WIL programmes are attended to by their
mentors, and they also receive support and encouragement from them. In this vein, Gazaway et al.
(2019) indicate that WIL students feel that receiving emotional support from their mentors allows
them to feel welcomed within the work environment and aids in better handling their negative
sentiments of dissatisfaction and insecurity. When mentors offer emotional support, mentees are
more likely to be vulnerable, express their concerns, and pose necessary questions. This vulnerability
would not occur if a mentor does not provide emotional support and allows the mentee to become
Interdiscip. j. rural community stud.
- 7 - Nkosi, Mahlahla & Oparinde, 2024
progressively frustrated and detached from the profession. The results suggest that most participants
felt that dissatisfaction towards the municipality is normally displayed through protest actions by
community members. De Juan and Wegner (2019) mention that some community members feel the
municipality is inconsistent with the provision of services as they feel they have unsatisfactory access
to the benefits and rights. Moreover, citizens residing closer to town and around the municipal offices
do not suffer from the lack of services as opposed to those residing further from town, as their
demands are not expedited. Ngcamu (2019) stipulates that it has been shown that there are instances
where protests are caused by the inadequate delivery of critical services to communities and a lack
of coordination between municipalities and communities.
Lack of service delivery that influences protests includes unemployment, poverty, shortage of
housing, corruption, and nepotism. However, Khambule et al., (2019) signify that the destruction of
the government's facilities should be considered as the destruction of a pathway leading to improved
services and, consequently, a better quality of life. The continuous damage to the government's
facilities affects not only government operations but also accessibility to such facilities or services for
the underprivileged. In essence, the relevance of government facilities to societies as a tool of
communal growth and development should be underlined. Among the further comments made by
the respondents, it was observed that WIL students lacked the proper resources to excel and be
effective in their daily responsibilities within the municipality, especially to cater for the
shortcomings in service delivery. These poor resources include a lack of transport, a lack of proper
facilities, and a lack of personal protective equipment. In this regard, Nielsena et al. (2017) state that
there needs to be a proper resource allocation to employees in all workplace categories to ensure that
their well-being is managed and that they can provide effective work performance. Furthermore,
WIL students were also concerned about the disposition of angry community members when their
expected services are not met, citing that it is difficult to deal with aggrieved citizens, especially if
there is no proper guidance on how to handle such situations. As Gruber (2011) argues, complaining
clients expect frontline personnel to demonstrate genuine empathy for their difficulties, treat them
as citizens, and not provide an unnoticed impression of honouring their requirements. WIL students
stated that another challenge is transitioning from being a student to being in a work environment.
WIL students find this challenging as the cultures in these two environments are different, which
means they need to quickly adapt to the new environment. In this regard, Chang et al. (2022) observe
that system modifications and organisational cultural shifts are required to boost mentoring
engagements and ensure mentors, as well as mentees, are encouraged in their WIL adventure.
Bowen (2020) attests to the findings of this study, which discovered that WIL students at the
uMzimkhulu local municipality often guard offices during mentor meetings so that they can deal
with any queries directed to their units in the absence of their mentors. Brabazon et al. (2019) also
concur with the study's findings that WIL students are involved with community members by
sharing information on services the community is entitled to, making them client-oriented. However,
WIL students sometimes deal with hefty complaints from some clients, as they have limited
experience or training to handle these situations. Mozelius et al. (2022) support the research findings
by establishing that since WIL students are familiar with technology, they can assist the municipality
in innovative ways to integrate technology into their systems and ensure fast-paced service delivery,
as well as engage in profound learning initiatives. Consequently, WIL students can help the
municipality increase personnel utilisation, ensuring that responsibilities are executed in a timely
manner due to adequate human capacity. According to Jackson and Dean (2023), WIL students can
also gain experience that can assist them in attaining a permanent position within the workplace.
Simultaneously, public institutions are able to attend to their objectives more efficiently with the
enhancement of WIL programmes. The opportunity given to WIL students is commendable since
they get to experience several forms of career growth. Mackaway and Winchester-Seeto (2018) note
that HR professionals may be in an exceptional position to make WIL placements more equitable.
Interdiscip. j. rural community stud.
- 8 - Nkosi, Mahlahla & Oparinde, 2024
Their professional and often interpersonal understanding of diversity and inclusion issues brings a
degree of awareness and compassion to the obstacles that students face.
Having established the role of WIL students in relation to the potential improvement of service
delivery in the municipality, results from Table 2 indicate that most mentors generally strive to do
their best with their mentoring responsibilities, even though they have not received formal training
in mentoring and coaching for WIL programmes. Martin et al. (2019) argue that effective
organisational mentoring requires mentors to possess or enhance their own mentoring, leadership,
and managerial skills. Furthermore, the primary motivation for mentors in assisting WIL students is
consideration, as well as the potential for graduate recruitment. The study highlights the need for
mentors to receive proper training to enhance their mentoring and coaching skills. Andersen and
West (2020), as well as Stelter, Kupersmidt, and Stump (2021), emphasise the importance of training
mentors and equipping them with the necessary resources to implement effective mentoring
practices, enabling students to improve academic outcomes in higher education and achieve their
full potential in the workplace. Jackson et al. (2022) note that some WIL students struggle to adapt to
the fast-paced work environment, requiring more time to complete simple tasks. Additionally, some
WIL students lack confidence, discipline, and the ability to network within and outside the
organisation. Jackson et al. (2022) also discovered that mentors face challenges that hinder their
ability to fulfil their mentoring responsibilities, including exhaustion from their own work, resulting
in limited or no time to mentor WIL students. However, the current study suggests that there is
inadequate feedback from mentors regarding monitoring, which may imply that the progress of WIL
students is not being effectively measured and improved. Spencer et al. (2020) propose that reducing
responsibilities, implementing consistent monitoring, and establishing less stringent support
schedules would likely provide WIL students with greater flexibility and opportunities.
Dutton et al. (2019) state that some mentors reported that mentees also hinder their growth by
refusing to inquire for themselves. Additionally, most mentors encountered cultural clashes with
their mentees as there are distinctions in values and beliefs, and sometimes acts of racism are
witnessed. This also hinders progression in the mentoring relationship. Hinton Jr et al. (2020:4) state
that many mentees may feel alone in their ongoing conflicts and difficulties, both emotionally and
physically. Thus, mentors must have open communication with their mentees regarding unwritten
norms in order to better comprehend their mentees in regard to where they come from and the
challenges they bear. This will assist in knowing how to best support their mentees as they will be
aware of the depth of their struggles, if any. Mentors are also advised to take pride in assisting their
mentees, as the relationship should be beneficial to both parties. Alkhatnai (2023) contends that it is
apparent that mentors frequently develop their own talents through working together with WIL
students. Furthermore, mentors improve their supervisory skills through the mentorship
relationship as they have an opportunity to interact with various WIL students. Mentors must also
recognise that cooperation and engagement with a younger mentee may present a chance for them
to learn and become more educated by means of exposure to fresh perspectives. Thus, mentors
should be appropriately coached to ensure that they do not regard the programme as a form of
supervision instead of delivering instructions. Mentors are required to display the responsibilities
that the mentees will imitate in order for their careers to grow.
Based on the extended findings of this study, it is recommended that the municipality provides
induction, workshops, and other required training to all their WIL students to build the necessary
capacity that will assist them in contributing to the improvement of services delivered to citizens in
the municipality. According to Ohei et al. (2019), employers benefit by attracting potentially skilled
employees through providing WIL programmes to students and by offering training to these
students that targets specific skills and knowledge required by the organisation and tertiary
institutions. For Abery et al. (2015), when WIL students are offered the right training and support
through various human development programmes to train and develop specific skills, this will
Interdiscip. j. rural community stud.
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ensure improved performance in specific municipal functions and promote adaptation to the
workplace culture. This will also ensure greater productivity and better performance of WIL students
within the municipality. In the process, WIL students will also gain a better understanding of the
purpose, vision, mission, and objectives of the municipality. Khampirat et al. (2019) indicate that WIL
is one of the most effective and influential learning techniques that allow for a smooth transition from
higher education institutions to the work environment. It also ensures improvement in work skills
and engagement in professional practices.
The municipality should further capacitate their WIL students on how to deal with client complaints.
The municipality should also provide training for all mentors on WIL programmes, as well as
refresher courses on mentoring programmes. Tadesse (2019) adds that efficient leadership is optimal
for improved service delivery strategies. This will ensure that all mentors are equipped with
adequate skills to manage and improve the skills of students on WIL programmes and provide
guidance towards achieving institutional and personal goals. The management within the
municipality must also be capacitated on the WIL programmes to ensure the successful
implementation of strategies to improve the programmes. It is also essential that management
support stakeholders involved in the WIL programmes to ensure success and track progress. Fleming
et al. (2018) denote that WIL is crucial for industries, higher educational institutions, and students,
as relationships between these stakeholders are maintained and sustained. Expectations must be
clear and stated at the commencement of the work placement for the workplace mentor to provide
relevant mentorship to the WIL students. To successfully generate clear expectations, management
at the municipality must construct a set of rules to govern the mentor and mentee relationship. This
would enable an efficient monitoring and evaluation system at the municipality. Ndevu and Muller
(2017) stipulate that South African citizens are receiving services of low quality due to challenges
faced by public institutions such as a lack of capacity, manpower, skills, and funds for execution of
government mandates.
Hence, Chatwin and Ackers (2018) observe that managers are not adequately equipped with
knowledge of WIL principles, so they tend not to be able to cater for proper placement opportunities
for such students. The placements of students on WIL programmes need to correspond with
environmental, business, and institutional changes to accommodate the latest WIL concepts and
allow students to utilise their full capabilities. It is essential that the municipality has initiatives in
place to monitor and evaluate the WIL programmes. This initiative needs to be implemented mainly
by the management of the municipality while being guided by the Human Resources Development
Unit, which has expertise in this area. This will ensure that gaps within the programme are identified
early and dealt with accordingly. Moreover, the evaluation will ensure programme improvement
and introduce more impactful changes, if necessary, to strengthen the programme. The municipality
must prioritise facilities and resource development for WIL students so they can utilise and stay
motivated to work at their full potential. Li and Herd (2017) state that in a work environment,
technology improves a digital field, enhancing performance and providing more accessibility to
efficiency and development through technological changes. By integrating technology, a
municipality can take on more responsibilities and compete in the ever-changing environment if it
adopts digital methods. This way, they can effectively engage in the provision of services and
demonstrate remarkable results. As Swartz et al. (2018) argue, we live in a technologically advanced
era, and students must have access to new technologies to improve their learning abilities and access
vast knowledge. A simple, understandable, standardised work procedure and service delivery
performance should be established for WIL students to refer to, abide by, and incorporate into their
daily responsibilities. This will help them understand the strategic service delivery procedures and
ensure they deliver on them.
The municipality could also consider bringing on more WIL students to have more personnel
assisting in achieving its goals. WIL students play a significant role in fulfilling their responsibilities
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and performing various clerical duties. Due to staff shortages at the municipality, WIL students play
a crucial role in assisting with the delivery of day-to-day services. Undoubtedly, WIL students
provide valuable support to the institution. According to Kemp et al. (2021), student placements are
valuable to organisations, with students offering a significant boost in workforce capacity, creating
connections with stakeholders, and advocating for the organisation's mission. WIL students also
share knowledge with community members, participate in teamwork, and solve problems for
community projects. They also learn to communicate effectively with colleagues within the
municipality and other relevant stakeholders. Bheekie et al. (2011) mention that in community
services, students have the opportunity to connect with citizens. However, due to organisational
restrictions, they are limited in spending a minimum amount of time with each person requesting
aid, which prevents significant involvement in examining concerns in-depth. With the necessary
resources and guidance provided to WIL students, the municipality's service delivery will improve.
A comprehensive analysis of mentors' and mentees' perspectives, as well as required interventions,
should be utilised to identify issues and gaps in the programme structure.
Service delivery will be improved, especially because most WIL students are based locally and can,
therefore, relate comfortably with the members of their society. WIL students can also strive to prove
to their peers, mentors, managers, and the community that they are ready to take on new
responsibilities. WIL programmes are most effective if the required resources are procured for
utilisation at the most appropriate times. In nurturing the collaborative relationships involved in
WIL, Bheekie et al. (2011) argue that to cement the triangular relationship between the school,
services, and the community, collaboration with local community organisations is required to
determine essential needs and analyse the demands on resources. Budrin et al. (2020) also mention
that the incorporation of WIL into the process of learning and training improves the development of
WIL students' professional skills and competencies, boosting their rate of employment as young
professionals in their chosen field of study. Furthermore, the accumulation of components such as
academic instruction, specialised training, practical skills, and autonomous work distinguishes
integrated educational initiatives.
4. Conclusions and Recommendations
The purpose of the study was to investigate how service delivery can be improved through the
effective implementation of work-integrated learning (WIL) programmes. The investigation was
conducted in the local municipality of uMzimkhulu as a representation of public institutions. The
general findings of the study revealed that WIL programmes can indeed be used as a tool to improve
service delivery within public institutions. Furthermore, it was revealed that mentors and
management in the WIL programme, not fully equipped with mentoring, coaching, monitoring, and
evaluation responsibilities, highlighted challenges that hinder the successful implementation of WIL
programmes in public institution systems. Moreover, the study discovered that most WIL students
are passionate about achieving institutional objectives and are willing to face significant challenges
in ensuring that service delivery is achieved. For the successful implementation of WIL programmes,
the study recommends that the municipality's management construct standard operating guidelines
to govern the mentor and mentee relationship. This would enable an efficient monitoring and
evaluation system at the municipality. Additionally, as a shortage of finances has been observed to
be an issue, the municipality's management should employ efficient budget principles to allocate
funds for training and developing both mentors and WIL students in their efforts to improve WIL
programmes. There are also other areas that extend beyond the scope of this study. For instance, a
more in-depth approach to this topic with similar variables could be conducted, which could examine
the integration of tertiary institution mentors into the study and how they can best support WIL
students. Research should also be conducted with a larger sample size.
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7. Declarations
Author Contributions: Conceptualisation (S.C.N., L.M. & K.O.); Literature review (S.C.N., L.M. &
K.O.); methodology (S.C.N., L.M. & K.O.); software (N/A); validation (K.O.); formal analysis (S.C.N.
& L.M.); investigation (S.C.N. & L.M.); data curation (S.C.N. & L.M.); drafting and preparation
(S.C.N., L.M. & K.O.); review and editing (K.O.); supervision (K.O.); project administration (L.M.);
funding acquisition (N/A). All authors have read and approved the published version of the article.
Funding: This research did not receive any external funding.
Acknowledgement: No acknowledgement to make.
Conflict of interest: The authors declare no conflicts of interest.
Data availability: All relevant data are included in the article. However, more information is
available upon reasonable request from the corresponding author.
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