Otiende James ElijahFrancis Likoye MalenyaKalanda, Eric Douglas2022-03-282022-03-282021http://ir-library.ku.ac.ke/handle/123456789/23345A Thesis Submitted in Partial Fulfilment of the Requirements for Award of Degree of Doctor of Philosophy in the School of Education ( Education Foundations), Kenyatta University , November 2021Workplace learning plays a key role in transiting students from HEIs to the world of work by bridging the skills gap through supplementing and complementing institutional learning. It has been described as unappreciated, contradicting and complex making it insignificant and unrealisable without definite policies. The purpose of this study was to asses the influence of the existing education and workplace related policies on the organisation of HEI students WPL in Uganda. Examination of the national legislations, determination of organisational guidelines that affect WPL, evalaution of the activities involved in the organistaion of WPL and ascertaining of challenges of workplace learning were the objectives. Guided by Kolb's Experiential Learning Theory, the results from the study generated knowledge for HEIs and other stakeholders to get an in-depth understanding of the WPL to strengthen the relevance of HE in Uganda. The descriptive design of a concurrent triangulation variant of mixed methods was used with a sample size of 419 selected using simple random, purposive, stratified and networking. The data was collected using interview guides, questionnaires and document analysis guides. Quantitative data were analysed using SPSS for windows version 23 to establish descriptive statistics. Qualitative data were analysed using ATLAS ti version 9. The findings indicated an equally divided level of awareness for national legislation, insufficiency of employment-related regulations and NCHE quality assurance guidelines to regulate WPL. The national legislation was indicated as being relevant, influential and necessary in promoting effective and meaningful WPL. There was a low level of awareness about the organisational guidelines for workplace learning and the dependence on mere practices to manage WPL instead of policies. The activities involved in the organisation of WPL were categorized into; pre, during and post WPL, most of which activities were being satisfactorily implemented and a few but critical like placement, assessment criteria and supervision requiring improvement. The challenges of WPL were indicated to include; unacceptability of students, limited vacancies, shunning of WPL, increased operational costs and ill-prepared students faced by hosting workplaces. Funding, coordination, supervision, assessment criteria, poor perception, unformalized relationships with workplaces, inadequate facilitation of participants as challenges to HEIs. Harassment, low interest, high cost and unavailability of insurance challenges experienced by students. The study concluded that; there was no national legislation to regulate WPL, HEIs and workplaces had gaps in their guidelines to meet the aspirations of WPL. Appropriate policies can be used to address the organisation and challenges of WPL. The following recommendations were deduced; A comprehensive national legislation may be formulated to regulate WPL, HEIs and workplaces can encourage for the establishment of a national legislation and institute organisational guidelines to facilitate WPL. Workplaces and HEIs may need to formalise their relationships with workplaces and improve the students training before undertaking workplace learning with basic skills and can continue to include WPL in their curriculum for its reciprocated benefitsenInfluenceExisting EducationWorkplace-Related PoliciesOrganisationHigher Education InstitutionStudents’ Workplace LearningUgandaThesis