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The South African Qualifications Authority THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY Articulation Between Technical and Vocational Education and Training (TVET) Colleges and Higher Education Institutions (HEIs): National Articulation Baseline Study Report October 2017 ARTICULATION BETWEEN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) COLLEGES AND HIGHER EDUCATION INSTITUTIONS (HEIs) NATIONAL ARTICULATION BASELINE STUDY REPORT October 2017 DISCLAIMER The views expressed in this report are not necessarily those of the South African Qualifications Authority (SAQA) and only those parts of the text clearly flagged as decisions or summaries of decisions taken by the Authority should be seen as reflecting SAQA policy and/or views. COPYRIGHT All rights are reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the South African Qualifications Authority (SAQA). ACKNOWLEDGEMENTS The National Articulation Baseline Study reported here forms part of SAQA’s long-term partnership research with the Durban University of Technology (DUT) “Developing an understanding of the enablers of student transitioning between Technical and Vocation Education and Training (TVET) Colleges and HEIs and beyond”. Data were gathered, and initial analyses done, for the National Articulation Baseline Study, by Dr Heidi Bolton, Dr Eva Sujee, Ms Renay Pillay, and Ms Tshidi Leso (all of SAQA). The in-depth analyses were conducted by Professor Darren Lortan, Dr Savathrie Maistry, and Ms Kristena Doorsamy of DUT. This report was developed by Dr Heidi Bolton, Professor Darren Lortan, Dr Margie Maistry, and Ms Kristena Doorsamy, with inputs from Ms Renay Pillay, Ms Charmaine Lebooa, Mr Nkangweleni Luvhengo (the SAQA-DUT research team); Mr Zweli Baleni, Ms Michelle Buchler, Professor Sarah Howie, Dr Percy Mahlathi, Dr Vuyisile Nkonki, Professor Shirley Pendlebury, Professor Talvin Schultz, and Professor Shirley Walters (SAQA’s Research Committee), Dr Julie Reddy (Deputy CEO of SAQA), and Mr Joe Samuels (CEO of SAQA). This report was typeset by Mr Phathutshedzo Nenzhelele (SAQA). The Technical and Vocational Education and Training (TVET) Colleges and public Higher Education Institutions (HEI) who participated in the study – almost all public TVET Colleges and HEI in the country – have helped, through their participation, to advance articulation and thereby the integration of the system for education, training, development and work, for all in the country. We salute you! KEY WORDS Articulation, learning pathways, relational agency, boundary zone, boundary crossing SOUTH AFRICAN QUALIFICATIONS AUTHORITY POSTNET SUITE 248 PRIVATE BAG X06 WATERKLOOF 0145 HELPDESK: +27 (0)86 010 3188 FACSIMILE: +27 (0)12 431 5039 WEBSITE: www.saqa.org.za E-MAIL: [email protected] Contents Executive Summary.......................................................................................................................1 1. Background................................................................................................................................1 • National Policy for Articulation................................................................................................1 • Current understandings of articulation....................................................................................1 • SAQA-DUT Partnership Research into articulation................................................................2 • Structure of this report..........................................................................................................17 2. The Challenges Investigated..................................................................................................17 • Theoretical framework and approach...................................................................................18 • Ecosystems Theory..............................................................................................................18 • Relational Agency.................................................................................................................19 • Grounded Theory.................................................................................................................19 • Boundary-making, boundary zones, boundary-crossing......................................................19 • Absenting absences.............................................................................................................20 • Action Research...................................................................................................................20 3. Methodology, Research Design, Sampling............................................................................21 • Developed articulation scenario...........................................................................................21 • Emerging articulation scenario.............................................................................................22 • Latent articulation scenario...................................................................................................22 • Survey design, sampling, and implementation.....................................................................22 4. Approach to Analysis..............................................................................................................23 • Thematic analysis.................................................................................................................23 • Grounded Theory approach to analysis...............................................................................25 • Relational Agency and ecosystems......................................................................................25 • Identifying boundary-making presences and boundary-crossing practices to ‘absent absences’............................................................................................................26 5. Results and Analysis of Results............................................................................................26 • Responses to Question 1: Conceptualisations of articulation..............................................26 • Responses to Question 2: Nature of existing articulation initiatives.....................................34 • Responses to Question 3: Managing articulation arrangements..........................................43 • Responses to Question 4: Perceptions regarding success..................................................49 • Responses to Question 5: Monitoring and tracking students...............................................55 • Articulation-related documents shared by the Higher Education Institutions (HEIs) and TVET Colleges...............................................................................................................60 • TVET Colleges and Higher Education Institutions (HEIs) willing to write up successes......62 6. Reflections on the Results and Analyses..............................................................................62 7. Concluding Comments and Recommendations for the Way Forward...............................72 8. List of References....................................................................................................................76 9. Appendices...............................................................................................................................78 • Appendix 1: Survey instrument for the Higher Education Institutions (HEIs) .......................78 • Appendix 2: Survey instrument for the TVET Colleges.........................................................80 • Appendix 3: List of tables......................................................................................................83 10. Acronyms................................................................................................................................84 Executive Summary 1. BACKGROUND Democratic South Africa inherited a racially segregated and unequal country. Different types of learning did not enjoy parity of esteem; qualifications were not necessarily linked to learning pathways. The South African National Qualifications Framework (NQF) was the means chosen to integrate the education and training system and to enable lifelong learning. The South African Qualifications Authority (SAQA) is mandated to oversee the implementation and further development of the NQF, and conducts research to support this work – expanding its capacity through long-term research partnerships with public Higher Education Institutions (HEIs). Much has been achieved regarding systemic redress, access, progression, quality and transparency in the context of the NQF. There is a major current focus, clearly expressed in the White Paper for Post- School Education and Training (PSET) (Minister of Higher Education and Training [MHET], 2013), on systemic articulation – the extent to which learners can move into and through universities, to work. There are known transitioning barriers experienced by learners. SAQA set up the SAQA-Durban University of Technology (DUT) Research Partnership for: Developing an understanding of the enablers of student transitioning between Technical and Vocation Education and Training (TVET) Colleges and HEIs and beyond1, to investigate successful transitioning models that address the barriers. National Policy for Articulation The Department of Higher Education and Training
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