Exploring the challenges in the curriculum responsiveness of articulation between technical vocational education and training national diploma and universities.

Abstract

Curriculum responsiveness is critical for supporting effective teaching, learning, and academic progression in a changing education and skills landscape. This study examines challenges affecting curriculum responsiveness in the articulation between Technical and Vocational Education and Training (TVET) colleges and universities. The primary objective was to analyse the curricular systems of TVET and universities to determine how articulation supports or constrains student progression between the two sectors. Using a qualitative research approach, data were collected through semi-structured questionnaires administered to lecturers, Curriculum Division staff, and TVET alumni at selected TVET colleges in Northern KwaZulu-Natal. Purposive and snowball sampling techniques were employed, and data were analysed thematically. The findings indicate that curriculum misalignment stems largely from inconsistent interpretations of the National Qualifications Framework (NQF) across the two sectors, resulting in curriculum gaps that undermine articulation principles. Limited collaboration between TVET colleges and universities further exacerbates these challenges due to divergent policies and practices. The study recommends strengthening policies within the Post-School Education and Training (PSET) system and ensuring their consistent implementation through improved inter-institutional cooperation and regular policy review.