Enablements and constraints of articulation arrangements and agreements between technical and vocational education and training colleges and one Comprehensive University in the Eastern Cape, South Africa
- Authors: Mantashe, Lunga Xolisa https://orcid.org/0000-0003-1711-8358
- Date: 2020-01
- Subjects: Articulation (Education) , Technical education , Vocational education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21624 , vital:51736
- Description: This study explored enablements and constraints of Articulation Arrangements and Agreements (AAAs) between Technical and Vocational Education and Training Colleges (TVETs) and one Comprehensive University (CU) in the Eastern Cape, South Africa. The constructs of structure, culture, and agency as propounded by Margaret Archer were employed as the theoretical lens of the study. Each of Archer’s constructs is independent and their dynamic interplay has causal influence on whether AAAs are facilitated or hindered. A qualitative single embedded case study design was applied, owing to the interpretivist paradigm the research chose. To this end, seven participants were purposively chosen and interviewed, and two university documents were analyzed, namely the draft University Articulation Guidelines (UAGs) and the university general prospectus. It was found that there were no formal, written, or even verbal TVET-CU agreements. Articulation happened on an ad hoc basis. The change of role-players in the institutional role array played a role in the non-existence and collapse of AAAs. On admissions, challenges included disparate requirements between National Senior Certificate and National Certificate Vocational. Nevertheless, articulation-enabling practices manifested themselves in the credit transfer decisions of participants. However, the Work Integrated Learning (WIL) component of a TVET national diploma programme enjoyed no parity with non-TVET and university cosrordinated experiential learning in some departments. In addition, there were nuanced views over the (inherent) value of WIL which affected its ultimate treatment. Finally, the study found that though TVET-university national diploma programmes were somewhat similar and enabled AAAs, they were still misaligned at the level of design and interface, resulting in duplication of content, waste of time, and state resources. The university also did not have TVET programmes in mind in the design and review of programmes. The researcher deduced a conceptual framework for understanding and explaining how and why TVET-university AAAs succeed or fail. The framework touts the importance of having knowledgeable, articulation- cultured and acculturated leadership and officials (responsible for admissions, credit transfer, and RPL) as crucial for exploiting structural enablements and creatively circumventing inherent structural constraints, including challenging subtle ideas which may wittingly or unwittingly harbor views of TVET programmes as inferior. To this end, it is suggested that there be an establishment of an articulation office to coordinate AAAs that take a form of a hybrid model whereby there would be a combination of multilateral, direct in-house, and franchise TVET-CCU AAAs. The framework should also resolve programme design alignment issues by incorporating CAT and RPL principles, including other articulation instruments during curriculum analysis. RPL should equally be applied in the treatment of TVET WIL. , Thesis (PhD) -- Faculty of Education, 2020
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- Date Issued: 2020-01
Learnership program's effectiveness at an FET college
- Authors: Lekhelebana, Letlatsa George
- Date: 2012
- Subjects: Vocational education , Skilled labor -- South Africa , Unemployment -- South Africa , Economic development -- South Africa , Universities and colleges -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8870 , http://hdl.handle.net/10948/d1020314
- Description: High levels of unemployment and skills shortages in key parts of the South African economy are well documented. The failure of the South African economy to absorb new entrants to the job market is also well documented. The paradox of an economy that was growing for over a decade during the late nineties and early 2000s creating a lot of vacancies and yet at the same time seeing ever growing levels of unemployment numbers also makes for interesting reading. Learnership programs are intended to address this situation by reducing the problem of skills shortages and leading in the human capital development that is aligned to industry needs. Thus is the purpose of this study to determine whether the beneficiaries of the learnership programs, the graduates, find benefit from having completed these learnership programs. It is to evaluate whether they find the program to have been effective in either equipping them sufficiently to improve prospects of finding permanent employment or successfully starting their own businesses. An extensive literature study of the history of the FET and its development, the concept of learnership and legislation and statutes applicable to the sector in South Africa was undertaken so that the skills development initiatives in the country are contextualised. The empirical part of the study involved a self-constructed questionnaire designed to illicit perspectives of the FET training and learnership within the FET graduate population that have completed their studies at an FET institution within Nelson Mandela Bay. The data collected indicate that a substantial majority of the sample find The data collected indicate that a substantial majority of the sample find the training to be effective and confirm the literature findings that learnerships can improve the issue of skills shortage in industry. The study makes recommendations that encompass work-based strategies and training based strategies to further improve the program. The recommendations are targeted at the FET college, the work-place training providers and the MERSETA and are meant solely to assist the organisations in overcoming the identified challenges emanating from learnership implementation.
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- Date Issued: 2012