CONSTRAINTS AND ENABLERS OF ARTICULATION FROM FURTHER EDUCATION AND TRAINING COLLEGES TO UNIVERSITIES: PERCEPTIONS FROM SOUTH AFRICA

Abstract

To help shed more light on issues of student access through the articulation route, the authors conducted a study aiming to determine South African higher education stakeholders’ perceptions of articulation enablers and constrains from the Further Education and Training (FET) sector to university. Using a qualitative research design, four purposively selected key informants from some Eastern Cape Province higher education institutions informed the study through in-depth interviews. Data were qualitatively analysed to discern themes and patterns. Respondents agreed that there was blurred policy on issues of articulation from FET to university. Few respondents were aware of the South African Qualifications Authority’s (SAQA) current career development pathways and initiatives that enhance such articulation. Apparently, students were not aware of various articulation routes available in South Africa. Hence, they suggested a need to mount training and awareness workshops and professional teacher development initiatives on articulation from FET to university. Curriculum mapping is also suggested as a means of establishing relevance, correspondence and equivalence between FET and university curricula.