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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)


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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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