Volume 15(1) of the SAQA Bulletin is on South African Technical and Vocational Education and Training (TVET) colleges and how South African qualifications are recognised internationally. Democratic South Africa inherited a highly segregated education system, and in an attempt to address this disparity, educational reforms were implemented in the college system. Such improvements had implications on lecturers, curricula and classroom dynamics, thus imposing changes in pedagogical strategies. The Bulletin also explores a new approach of comparing qualifications frameworks.
Contents of this Bulletin
- Foreword
- Editorial
- Technical and Vocational Education and Training (TVET) reform in South Africa: implications for College lecturers, context, background
- Literature on Technical and Vocational Education and Training (TVET) College lecturers: a review
- Understanding complexity in the TVET College system…
- Chaos or coherence? Technical and Vocational Education and Training (TVET) College governance in post-apartheid South Africa
- Lecturers in distress: fractured professional identity amongst TVET College staff in South Africa
- At the pivot: classroom experiences of Marketing lecturers in TVET Colleges in South Africa
- Pedagogy in a TVET College: being the visible difference – an analysis of a TVET lecturer at work
- TVET College lecturers: biography, knowledge, pedagogy – a summary of the over-arching findings of the SAQA-UKZN Partnership Research
- Referencing of qualifications frameworks: a new mode of recognition to note
- Recognition of South African qualifications in Australia
