Investigating the articulation of National Qualifications Framework level 4 engineering vocational and academic qualifications with higher education qualifications

Abstract

This research sought to investigate the articulation of two NQF level 4 qualifications with higher education qualifications. For the purpose of this study, the two qualifications are the National Senior Certificate (NSC) and the National Certificate (Vocational) [NC (V)], respectively. The NSC is an academic qualification offered in schools while the NC (V) is a vocational qualification offered in Technical and Vocational Education and Training (TVET) colleges. The research question explored the manner in which higher education institutions enable the articulation of the NSC and the engineering NC (V) as NQF Level 4 qualifications. It examined how a University of Technology evaluated vocational and academic qualifications for enabling the said articulation. Furthermore, the research questions intended to establish if there were any measures put in place by higher education institutions to ensure equal opportunities of access for holders of vocational and academic engineering qualifications on NQF level 4, thereby enabling articulation. The TVET College was also part of the study for determining if there were any negotiations and collaborations with universities to facilitate and enable access for successful NC (V) students. The research approach followed in this study was qualitative. A case study research design was used. Purposive sampling and convenience sampling were used to identify the institutions and the participants. Interviews and document analysis constitute the data collection methods for this study. The findings of this study show that the policies of the University of Technology do make provision for the admission of students that hold both the NSC and NC (V) qualifications without discrimination. The study revealed that for potential students to be successfully admitted into this institution, they must comply with the requirements set by the institution in terms of the subjects required for entry into engineering programmes. This study recommends a collaborative relationship between the institutions in ensuring that articulation becomes a reality for students who have successfully completed the NC (V) qualification.