Abstract
This paper focuses on the vexed question of student access to higher education, especially on alternative access policies and pathways. The context for the paper is South African higher education’s faltering attempts over the last three decades to facilitate increased access for black, mainly first-generation students. The National Plan for Post-School Education and Training (2019-2030) was introduced to diversify education and training provision and expand post-school sector access. The paper examines the learning pathways created to facilitate access by Technical Vocational Education and Training (TVET) college students into University of Technologies (UoTs). The pathways are intended to provide high-level industry-demand skills to students who do not have an articulated pathway into the university upon completing their TVET studies. The paper discusses the higher certificate as an articulation pathway to widen access and participation in South African higher education, focusing on the design and implementation of higher certificates between TVETs and UoTs. The paper analyses policy documents, official reports, curriculum, staff and student development programmes designed in collaboration with TVETs. The paper asks questions about the nature of educational development in the context of expanded access. It examines the curriculum, staff and student development programmes offered in collaboration with TVETs. It analyses how the ‘transitional pedagogical space’ is designed to ensure student success (Kift and Nelson, 2010). The paper argues that strengthening the educational development structures in higher certificate programs is crucial to the success of alternate pathways to higher education.
Presenters
Najwa Norodien-FataarSenior Lecturer: Curriculum Development, Curriculum Development , Cape Peninsula University of Technology, Western Cape, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Expanded Access Pathways, Student Access, Vocational Pathways
