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Articulation between technical and vocational education and training (TVET) colleges and higher education institutions (HEIs): A national articulation baseline study

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Department of Higher Education and Training (DHET)


research report



The larger study of which the National Articulation Baseline survey is part combines four theoretical frameworks. The first of these frameworks is 'ecosystems/Ecological Systems Theory' (Pillar, 2002). The second set of ideas relates to the concept of 'relational agency' (Edwards, 2010), and the third, to 'Grounded Theory' (Charmaz, 2006; De Vos, 2002). The fourth comprises the ideas of boundary-making, boundary zones, boundary-crossing, and individuals' experiences of boundaries, together with Bhaskar's idea of identifying and 'absenting absences' in this case, in learning pathways (Lotz-Sisitka, 2015). The approach adopted in the study was that of 'action learning research' (Zuber-Skerritt, 2001). This report presents the results of the National Articulation Baseline. Section 1 has sketched the background to the research. Section 2 provides more specific detail regarding the research problem investigated. Section 3 presents the actual questions in the survey questionnaires. Section 4 describes in some depth the theoretical approach adopted, and the implications of this approach, for the study. Section 5 expands on the methods followed in gathering the data, including the decisions regarding the sample, and how the survey was carried out. Section 6 contains the findings of the HEI and TVET College surveys respectively, while Section 7 is an over-arching analysis of the findings which points to the overlapping and contradictory information given. Section 8 concludes the report by highlighting the main lessons from the study, and makes some suggestions for the way forward, based on the research. A full list of references is provided in Section 8, and Section 9 contains the necessary appendices.

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