Pathways through the education and training system: do we need a new model?
SOURCE: Perspectives in Education
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2011
TITLE AUTHOR(S): M.Cosser
KEYWORDS: FURTHER EDUCATION & TRAINING (FET), HIGHER EDUCATION
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6980
HANDLE: 20.500.11910/9097
URI: http://hdl.handle.net/20.500.11910/9097
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2011
TITLE AUTHOR(S): M.Cosser
KEYWORDS: FURTHER EDUCATION & TRAINING (FET), HIGHER EDUCATION
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 6980
HANDLE: 20.500.11910/9097
URI: http://hdl.handle.net/20.500.11910/9097
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Analyses conducted by the Education, Science and Skills Development (ESSD) research programme at the Human Sciences Research Council (HSRC) reveal major areas of misalignment in the South African education pathway system. The majority of learners entering Further Education and Training (FET) colleges, nursing training institutions and learnerships have already achieved National Senior Certificates prior to enrolment. Higher Education is seen as the only viable option for further learning, contributing to the inverted triangle phenomenon in which a small FET college system is secondary to a much larger Higher Education system which struggles to retain inadequately prepared students. Against this background, this paper proposes a new model for student progression that broadens learning opportunities at the intermediate level.-
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- Issues and challenges for the FET sector: conference on community colleges in South Africa
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- 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
- Pathways through the education and training system: do we need a new model?
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- From school to higher education: what grade 12 learners choose
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- Discursive shifts and structural continuities in South African vocational education and training: 1981-1999
- Employment and employability: expectations of higher education responsiveness
- From school to higher education?: factors affecting the choices of grade 12 learners
- Quality with access in South African higher education: the challenge for transformation
- The importance of intermediate skilling at the further-higher education interface