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.
