Convergence of public and private provision at the further-higher education interface
SOURCE: Perspectives in Education
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2002
TITLE AUTHOR(S): A.H.Kraak
KEYWORDS: EDUCATION, TRAINING AND DEVELOPMENT SECTOR (ETD), FURTHER EDUCATION & TRAINING (FET), HIGHER EDUCATION, NATIONAL QUALIFICATIONS FRAMEWORK
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 2029
HANDLE: 20.500.11910/9275
URI: http://hdl.handle.net/20.500.11910/9275
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2002
TITLE AUTHOR(S): A.H.Kraak
KEYWORDS: EDUCATION, TRAINING AND DEVELOPMENT SECTOR (ETD), FURTHER EDUCATION & TRAINING (FET), HIGHER EDUCATION, NATIONAL QUALIFICATIONS FRAMEWORK
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 2029
HANDLE: 20.500.11910/9275
URI: http://hdl.handle.net/20.500.11910/9275
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This chapter examines the increasing convergence of both public and private provision at the further education and training (FET) and higher education and training (HET) interface in South Africa. The analysis draws heavily from the findings of three recent studies that focus on educational provisioning in three differing institutional locales. When read together, these three texts reveal a very distinct trend: a convergence of provision from all three institutional typologies towards education and training at the National Qualifications Framework (NQF) Level 5. This convergence is significant for four reasons. Firstly, it shows that both public and private institutions in there FET and HET bands, when faced by the same pressures to restructure and seek new sources of income, behave in similar ways. Secondly, much of this new demand-driven provisioning is career- or vocationally-oriented. Thirdly, such a convergence is potentially a positive development in terms of the intermediate skill needs of the national economy. Lastly, it is clear that the private education and training sector has a key contribution to make, particularly in terms of provisioning at the critically important intermediate skill levels of the NQF.-
Related Research Outputs:
- Convergence of public and private provision at the further-higher education interface
- Education, training and development practices
- Socio-economic profile of further education & training colleges
- Qualifications reform in higher education: an evaluation of the work of national standard bodies
- Community colleges in South Africa: towards an inclusive and vibrant further education and training
- Student's guide to higher and further education in South Africa: with study opportunities and bursaries
- Issues and challenges for the FET sector: conference on community colleges in South Africa
- Private further education and training
- Community colleges in South Africa: towards an inclusive and vibrant further eduation and training: phase one report
- Monitoring and evaluation of DANIDA support to education and skills development (SESD) programme: second informative impact assessment: FET provincial directorates
- Monitoring and evaluation of DANIDA support to education and skills development (SESD) programme: second formative impact assessment, May
- Overall findings and recommendations
- For the purposes of assessing impact seven key variables or dimensions were identified in which improvements at the college level are likely to result in better education or better employability of learners
- FET college lecturers: the 'devolving' link in the South African skills development equation
- Pathways through the education and training system: do we need a new model?
- Pathways through the education and training system: do we need a new model?
- Understanding interactive capabilities for skills development
- From school to higher education: what grade 12 learners choose
- Education and democracy in South Africa
- Discursive shifts and structural continuities in South African vocational education and training: 1981-1999