an investigative analysis of the psychological characteristics and job ...

Wilson (1984:36) found in his research that a good number of programmes failed because the
stimulus was but a single person with only limited influence. In contrast, when there was a broad
base of support or felt need for co-operative education, the success rate was substantially greater.
1.4.1 Defining the Problem
At the moment there is no specific scientifically established model pertaining to the profile of aCEl
in South Africa Therefore there are no set guidelines for the effective recruitment, remuneration,
assessment and training of a CEL in South Africa.
1.4.2 Analysing the Problem
The multi-dimensional nature of the CEl's function and the variation in co-op programmes has
resulted in co-ordinator roles that are diversified and complex. Co-ordinators do not perform in the
same way, even in the same institution (Mosbacker, 1989:4).
1.4.2.1 The Role and Responsibility of the eEL
From informal discussions with faculty concerned with co-operative education it seems that
the CEl has a wide variety of responsibilities that include being a competent lecturer; an
educationalist a social, occupational and personal counsellor; an effective administrator; a
public relations officer and marketer; a competent evaluator of students' progress and a
researcher with regard to current labour and education legislation and trends.
International sources add to the above in that they include certain personal qualities and
characteristics in the profile of aCEl, such as:
• A professional, businesslike and confident manner and appearance.
• Atactful, patient and optilnistic disposition.
• Effective administrative, organising and planning skills.
• An independent and innovative work style.
• Excellent interpersonal communication skills.
• The ability to work under pressure.
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