FLEXIBLE LEARNING PATHWAYS · 2020. 12. 1. · learning pathways. Case studies. 8 countries from...
Transcript of FLEXIBLE LEARNING PATHWAYS · 2020. 12. 1. · learning pathways. Case studies. 8 countries from...
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FLEXIBLE LEARNING PATHWAYS What are FLPs? Why would we want FLPs?
Why is South Africa a good example?
Dr Heidi Bolton & Dr Liapeng Matsau (SAQA), Dr Michaela Martin & Ms Uliana Furiv (IIEP-UNESCO),
Dr Ronel Blom(Independent)
26 November 2020
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Contents
• South African context
• IIEP-UNESCO context/ reflections
• Case study of FLPs in South Africa
• Questions
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What is a learning-and-work pathway?
• ‘Articulation’• Systemic (linked qualifications, part qualifications, professional
designations, structured workplace learning and other elements within and between country systems)
• Specific (specific arrangements like RPL, CAT, MoU, MoA, and other inter-institutional arrangements that support specific articulation)
• Individual (support for individuals on their learning-and-work pathways through career advice, flexible learning and teaching provision, and a variety of supportive programmes and structures)
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What is a flexible learning pathway?
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Why is SAQA interested in learning-and-work pathways, and why must these be flexible?
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SAQA research and development to support learning pathways since 2009 (NQF Act)
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SAQA partnership research/ development(timeframes, how available, achievements)
• TVET College lecturers (2009-2012, SAQA Bulletin 2015, policy) • Learning-and-work pathways (2009-2012 & 2012-2015,
SAQA Bulletin 2017, summary paper, actual pathways)
• Inclusive RPL model (2009-2015, model, book, all national RPL policy, thousands of RPL candidates)
• Flexible learning and teaching practices (FLTP) (2012-2015, transforming an HEI, a booklet, a poster, deep sharing)
• Articulation: TVET-HE-workplace (2016-2020, National Articulation Baseline Study, developing actual articulation, articulation enablers, wide sharing, SAQA Bulletin 2018, SAQA Bulletin 2019, booklet –plus initiative to strengthen learning pathways: Community Development, Early Childhood Development, Engineering)
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Learning pathways in South Africa….
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10
NQF Sub-Framework/
QualityCouncil
NQFLevel NQF Sub-Framework and Qualification Type
NQF Sub-Framework/
QualityCouncil
High
erEd
ucat
ion
Qua
lific
atio
nsSu
b-Fr
amew
ork
(HEQ
SF)/
Coun
cilo
nHi
gher
Educ
atio
n(C
HE) 10
Doctoral DegreeDoctoral Degree (Professional)
9 Master’s DegreeMaster’s Degree (Professional)
8Bachelor HonoursDegree Post Graduate Diploma
Bachelor’s Degree
Specialised OccupationalDiploma
Occupational
Qualifications
Sub-Framew
ork(O
QSF)Q
ualityCouncilforTrades
andO
ccupations(Q
CTO)
7 Bachelor’s Degree Advanced Diploma Advanced Occupational Diploma
6 Diploma Advanced Certificate Occupational Diploma
5 Higher Certificate Higher Occupational Certificate
Gen
eral
and
Furt
her
Educ
atio
nan
dTr
aini
ngQ
ualif
icat
ions
Sub-
Fram
ewor
k (G
FETQ
SF)/
Um
alus
i
4 National Certificate National OccupationalCertificate
3 Intermediate Certificate Intermediate OccupationalCertificate
2 Elementary Certificate Elementary OccupationalCertificate
1 General Certificate General OccupationalCertificate
Revised NQF: SAQA’s Advice to Minister: HEST
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National Articulation Baseline Study
All 26 public HEIs and 50 TVET Colleges were surveyed;98% response rate.
• ‘Developed articulation initiatives’ have MoA/MoU, established arrangements, transitioning learners
• ‘Emerging articulation initiatives’ have some of the elements of being set up but are not yet fully developed
• ‘Latent articulation initiatives’ are those that were functioning and have, for some reason (e.g. resources, changes to the NQF, etc)
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Reported articulation
Institution type
Developedarticulationscenarios
Emergingarticulationscenarios
Latentarticulationscenarios
Not sure Total no. of articulation scenarios
HEIs 8 9 7 1 25TVETColleges
8 29 13 0 50
Total no. of articulation scenarios
16 38 20 1 75
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Articulation enablers 1. Collaborative relationships2. Using the NQF system/ advocacy3. Commitment to formal MoU/MoA, offices/ officers4. Flexible mindset (access, admin, teaching, support)5. Quality teaching & learning6. Career advice7. Strengthen particular pathways at a time8. Critical resources9. Articulation research & development
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Start with learning pathway maps….
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Expansion of higher education - global enrolment doubled from 100 million in 2000 to 221 million in 2017 and is expected to reach 590 million by 2040.
International trends have put FLPs in the policy focus
Diversification of higher education - different types of HEIs, modes of delivery, types of learners emerged as a result.
Yet the Education 2030 Agenda emphasizes flexible leaning pathways for equity and life-long learning
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Dimensions of flexible learning pathways
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Barriers to developing flexible pathways world-wideSystem factors• A weak policy environment for flexible learning pathways• Administrative fragmentation leading to uncoordinated HE systems• Competition between HEIs discourages collaborationInstitutional factors• Differences between institutions and types of provision, curriculum,
pedagogies and assessment• Institutional culture, hierarchies of prestige and lack of trust between
institutions• Information and guidance missing or ineffective
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IIEP-UNESCO’s FLP project
Overarching objective:To produce knowledge and provide evidence-based policy advice to higher education authorities located in different development contexts that are considering building or strengthening flexible learning pathways as an area of reform/ development.
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IIEP-UNESCO’s FLP project: research questions
1. What are the policies, regulatory frameworks, instruments and practices that support flexible learning pathways in higher education?
2. How effective are these policies, regulatory frameworks, instruments and practices in establishing flexible learning pathways and building closer linkages within and between HEIs and levels in PSET?
3. How does the establishment of flexible learning pathways influence the access, progression, transfer and completion of those identified as disadvantaged groups in the case countries?
4. What lessons can be learned from the experience of case countries regarding the key enablers and barriers in the implementation of flexible learning pathways?
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Mixe
d m
etho
dolo
gy
Stocktaking International survey
Ministries of (higher) education of UNESCO
countries
Baseline information on policies, regulatory
frameworks, instruments and
practices for flexible learning pathways
Case studies8 countries from different UNESCO
regions
In-depth analysis of eight countries that
have developed policies, regulatory
frameworks, instruments and
practices for flexible learning pathways
Carried out by research teams
Carried out by IIEP
Three stages in the research methodology
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Eight in-depth national case studiesEurope:Finland, United Kingdom
Asia:India, Malaysia
Africa:South Africa
Latin America:Chile
Arab region:Morocco
Caribbean : Jamaica
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Why did IIEP choose South Africa?• Countries were chosen to represent diverse regions with
different stages of implementation and focus regarding FLPs• South Africa is a country with a strong focus on equity, redress
and articulation policies• South Africa has an interesting set of holistic FLP policies
supported through:• NQF policy suite• PSET policies
• In South Africa, FLPs are widely implemented at three levels: (1) systemic (official, joined-up elements of learning pathways), (2) specific (RPL, CAT, MoU, MoA, bridging qualifications, flexible curricula, and others) and (3) individual (diverse forms of learner support)
• South Africa has conducted extensive research and development regarding FLPs and this work has been published in different ways
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National policies for flexible learning pathways
• Chile, Finland, India, Jamaica, Morocco, Malaysia, South Africa and the UK
• Shaped by global and local trends: massification, diversification, globalisation
• Balance between human resource development and equity objectives
• Equity groups in focus: cross-cutting categories are income, age, disability, gender, geography and ethnicity
(IIEP-UNESCO, 2020)
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Flexiblility in access
• Preparatory programmes:• Preparatory courses between upper secondary level and HEIs
(Finland, Chile, Jamaica)• Preparatory courses at HEIs (the UK; Extended Curriculum
Programme in South Africa)• Transfers:
• National transfers (Finland, Malaysia, Jamaica; CAT in South Africa)
• Internal transfers through inter- and intra-institutional agreements (Finland, India, Chile, Morocco, Jamaica and South Africa)
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Flexiblility in access: Recognition of Prior Learning
• Two types:• National system for RPL: Malaysia, the UK, South Africa• Institution-led RPL: Finland, Chile
• In South Africa, RPL has been used as a vehicle for PSET integration. It benefitted equity groups (particularly Black students and women)
• While in many countries RPL is not a mainstream practice, in South Africa, it has become a mainstream route
• RPL for credit is less common due to difference in perceived quality of offerings between HEIs and the difficulty to map different offerings across the studied countries
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Flexiblility during studies: mode of delivery and curriculum
• Flexibility in curriculum varies across institutions• Part-time, distance, evening, blended learning provisions in
all case study countries• In South Africa, at case institutions it is delivered through
• part-time study; • extended time-tabling: day/evening classes, repeat
classes;• blended-learning; • supplemental instruction.
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Flexiblility towards graduation
• Practices for flexibility towards graduation and transition to the labour market vary across countries
• Some countries support flexibility in degree structure and organisations of studies to enhance graduation and employability
• Provision in studies to enhance employability:• In the UK, there are accelerated degrees that shorten the time to
complete a degree;• In South Africa, the case institutions offer work integrated
learning.
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Governance and autonomy for implementing FLPsGovernance framework matters for FLPs !• Administrative fragmentation • Balancing regulation and autonomy to enhance
implementation of FLPs • Implementation of FLPs is similar across HEIs in regulated HE
systems (Jamaica, South Africa, Morocco, Malaysia) • Implementation of FLPs varies across HEIs in decentralised HE
systems (Chile, the UK)
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Funding for implementing FLPs
• Government funding mechanisms strongly support FLPs (Jamaica, Finland, India, Malaysia, South Africa)
• In Finland, the new funding model for 2021-2024 rewards collaboration and the offering of FLPs
• Student support can enable access and retention of equity groups in FLPs
• In South Africa, NSFAS subsidises fully the PSET studies of poor and working-class students
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Quality assurance and NQFs for implementing FLPs
• QA with focus on the implementation of FLPs (Finland; India, the UK, South Africa)
• Guidelines for implementation of RPL and ODL (Jamaica, India, Malaysia, South Africa, Finland)
• NQFs are important for facilitating understanding and comparability of qualifications
• In South Africa NQF forms the backbone for the implementation of FLPs in the country
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Case study of FLPs in South Africa
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Research design
• Qualitative• Documentary review (legislation, instruments)• In-depth interviews (51)
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National policy, instruments,
statistics
Institutional policy,
instruments, statistics
Secondary DataPrimary Data (Interview sample)
Methodology: Primary and Secondary data
13 with senior officials in the NQF partner entities (DHEST, SAQA, CHE) and four bodies
recommended by these interviewees
18One
public university
12 One
public UoT
8 One
private university
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Interviews• Categories of interviewees:
– NQF partner officials – NQF partner-recommended– 1 x public HEI (Traditional University)– 1 x public HEI (University of Technology)– 1 x private HEI– Leadership, key functions, students, alumni
• Interviews: – 2 x SAQA researchers– Recorded, transcribed, anonymised
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Documentary analysis• NQF Act + Acts for HE, GENFET, SKILLS, TVET Colleges, Community Colleges White
Paper: PSET (NPPSET + NQF Improvement Plan)• RPL Coordination and Funding Policy (+ Reporting)• Articulation Policy (+ Reporting)• Career Development System Policy (Portal, Helpdesks)
DHEST Policies, Instruments
• NQF Level Descriptors with focus on learning outcomes• Registering qualifications (Registration)• Recognising professional bodies (Recognition)• Recognition of Prior Learning [RPL] (Reporting, NLRD)• Credit Accumulation and Transfer [CAT] (Reporting)• Assessment (DBE, DHET Statistics)• Evaluation of foreign qualifications (Evaluation, Verification)• Verification, Misrepresentation (Public lists)
NQF Policy Suite, Instruments (SAQA)
• Standard setting, Quality assurance, Accreditation, RPL, CAT, assessment (Accreditation)
Quality Council Policies, Instruments
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Findings
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• RPL• CAT• Student Support Services• Flexible Learning and Teaching Practices:
• Extended Curriculum Programmes (ECPs)• Supplemental Instruction (SI)• Extended time-tabling: day/evening/weekend classes, repeat classes • Part-time/full-time• Blended-learning• Work integrated learning (transition to the labour market)• (Extended library hours, mentoring, partnering, transport,
accommodation, NSFAS, Fairy Godmother)
Types of FLP in the case institutions
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Institutional practices for access and success
Access
Extended Time-tabling
RPL & CAT
Part-time
Success
Blended learning
ECP
Supplemental
Instruction
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“I always use the Karate Kid analogy, you paint the floor, you paint the fence [you do the right moves] – and then you can do karate. That really speaks to me. You finish the [RPL] portfolio – these skills were conferred on me without me realising that I
was learning. It’s done wonders”.
Student experiences of RPL
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What worked well What requires improvement
1. Robust policy framework and instruments in place and political will in support of FLP.
2. Institutional commitment to the FLP practices.
3. Institutional creativity around FLPs e.g. innovative RPL practices, sound CAT practices, bridging qualifications, gap-fill learning, Fairy Godmother, Supplemental Instruction (SI), mentoring by peers, and others.
4. Positive experiences of FLPs such as RPL reported by beneficiaries.
1. Political will needs to be supported by funding.
2. Balance between institutional autonomy and national policies relating to FLPs addressed.
3. Monitoring individual institutions regarding FLPs.
4. Improved partnerships between HEIs, TVET Colleges, and other entities (the National Articulation Baseline Study showed 75 initiatives nationally).
5. FLP practices need to be implemented in the spirit in which they were intended.
6. Policy coherence in parts.
Overall Lessons
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• National level: • Mapping articulation pathways in all sectors.• Taking existing good articulation practices to scale.• Garnering ring-fenced funding for RPL and other FLPs.• Expansion of other TVET and Community College sub-systems.• Expanding the NQF Level 5 space.• Enhancing communication.
• Institutional level:• Enhancing student support in FLPs.• Enhancing the flexibility of curricula.• Enhancing flexible modes of delivery.• Enhancing the flexibility of administration systems.• Expanding articulation initiatives; taking good practices to scale.• Increased incorporation of technology and blended learning.
Priorities for the future
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1. Further engagement around the last remaining misaligned aspects of national policies, towards full alignment.
2. Continue existing efforts to integrate public and private Higher Education.
3. Further embed the system-wide culture of articulation. 4. Continue to document and share good articulation practices.5. Continue to strengthen FLPs and flexible provision in existing the
national campaign and expand the national campaign. 6. Revisit the national funding formula for HEI’s, to enable greater
flexibility. 7. Develop further at the national level, the reporting and data
specifications for FLPs.
Recommendations
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Closing comments
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References (UNESCO)• IIEP-UNESCO website: http://www.iiep.unesco.org/en/our-
expertise/flexible-learning-pathways-higher-education• IIEP-UNESCO (2020). Achieving SDG4: Flexible learning pathways in higher
education. Findings from the international survey. Draft. • Martin, M., & Godonoga, A. (2020). SDG 4: policies for flexible learning
pathways in higher education: taking stock of good practices internationally. URL: https://unesdoc.unesco.org/ark:/48223/pf0000372817
• Moitus, S., Weimer, L., & Välimaa, J. FLEXIBLE LEARNING PATHWAYS IN HIGHER EDUCATION. URL: https://karvi.fi/app/uploads/2020/09/KARVI_1220.pdf
• 2015. Education 2030 Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. Paris: UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000245656
http://www.iiep.unesco.org/en/our-expertise/flexible-learning-pathways-higher-educationhttps://unesdoc.unesco.org/ark:/48223/pf0000372817https://karvi.fi/app/uploads/2020/09/KARVI_1220.pdfhttps://unesdoc.unesco.org/ark:/48223/pf0000245656
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References continued (UNESCO)• IIEP-UNESCO website: http://www.iiep.unesco.org/en/our-
expertise/flexible-learning-pathways-higher-education• IIEP-UNESCO (2020). SDG 4: policies for flexible learning pathways in
higher education: taking stock of good practices internationally. URL: https://unesdoc.unesco.org/ark:/48223/pf0000372817
Reference (SAQA-UNESCO)• Bolton, H., Matsau, L., and Blom, R. 2020. Flexible learning pathways
in South Africa: the National Qualifications Framework backbone.Report for the IIEP-UNESCO Research ‘SDG4: Planning for flexible learning pathways in higher education’. Draft.
http://www.iiep.unesco.org/en/our-expertise/flexible-learning-pathways-higher-educationhttps://unesdoc.unesco.org/ark:/48223/pf0000372817
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• Republic of South Africa (RSA). 1997. Higher Education Act No. 101 of 1997, as Amended in 1999, 2000, 2001, 2002, 2003, 2010, 2011, 2012, 2016 – see Higher Education Amendment Act No. 9 of 2016, Government Gazette No. 40548, 17 January 2017. Pretoria: Government Printer.
• RSA. 2008. National Qualifications Framework Act No. 67 of 2008. Government Gazette No. 31909, 17 January 2008. Pretoria: Government Printer.
References (South African selection 1 of 4)
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• Department of Higher Education and Training (DHET). 2013. White Paper for Post-School Education and Training. Pretoria: Government Printer.
• DHET. 2016. Recognition of Prior Learning (RPL) Coordination Policy. Government Gazette No. 39876, 31 March 2016. Pretoria: Government Printer.
• DHET. 2017a. Articulation Policy for the Post-School Education and Training (PSET) System of South Africa. Government Gazette No. 40545, 13 January 2017. Pretoria: DHET.
• DHET. 2017b. National Policy for an Integrated Career Development System for South Africa. Government Gazette No.40795, 20 April 2017. Pretoria: DHET.
References (South African selection 2 of 4)
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• South African Qualifications Authority (SAQA) website: www.saqa.co.za• NQF Policy Suite: www.saqa.co.za• SAQA Bulletin 2016 - NQF challenges, lessons, priorities for the:
https://www.saqa.org.za/sites/default/files/2019-11/SAQA%20Bulletin%2016%281%29.pdf
• SAQA Bulletin 2017 - Learning-and-work pathways for sustainable development: https://www.saqa.org.za/sites/default/files/2019-11/SAQA%20Bulletin%202017%20%281%29.pdf
• SAQA Bulletin 2018 – Articulation initiatives: https://www.saqa.org.za/sites/default/files/2019-11/saqabull18no12019.pdf
• SAQA Bulletin 2019 – Inclusivity: https://www.saqa.org.za/sites/default/files/2020-04/SAQA_Bulletin_2019.1.pdf
• National Articulation Baseline Study Report: https://www.saqa.org.za/docs/pres/2018/National%20Articulation%20Baseline%20Study%20Overview,%20Findings,%20Way%20Forward-Prof%20Lortan%20-DUT%20.pdf
• Articulation between TVET, higher education, work: https://www.saqa.org.za/sites/default/files/2019-11/National%20Articulation%20Baseline%20Study%20Report.pdf
References (South African selection 3 of 4)
http://www.saqa.co.za/http://www.saqa.co.za/https://www.saqa.org.za/sites/default/files/2019-11/SAQA%20Bulletin%2016(1).pdfhttps://www.saqa.org.za/sites/default/files/2019-11/SAQA%20Bulletin%202017%20(1).pdfhttps://www.saqa.org.za/sites/default/files/2019-11/saqabull18no12019.pdfhttps://www.saqa.org.za/sites/default/files/2020-04/SAQA_Bulletin_2019.1.pdfhttps://www.saqa.org.za/docs/pres/2018/National%20Articulation%20Baseline%20Study%20Overview,%20Findings,%20Way%20Forward-Prof%20Lortan%20-DUT%20.pdfhttps://www.saqa.org.za/sites/default/files/2019-11/National%20Articulation%20Baseline%20Study%20Report.pdf
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• SAQA. 2020. Strengthening learning pathways in Community Development, Early Childhood Development and Engineering: https://www.saqa.org.za/sites/default/files/2020-05/3rd%20NQF%20Conference%20report-2020%2002%2011ee.pdf
• Council on Higher Education (CHE). 2012. Criteria for Programme Accreditation: http://nr-online.che.ac.za/html_documents/CHE_Programme_Accreditation_Criteria_Revised_2012.pdf
• CHE. 2013. Framework for Qualification Standards: https://nr-online-1.che.ac.za/html_documents/2.Framework%20Qualification%20Standards%20Development_2015.pdf
• CHE. 2020a. Norms and Standards for Certification for the Higher Education Sector in the context of the Higher Education Qualifications Sub-Framework (HEQSF): www.che.ac.za
• CHE. 2020b. VitalStats: Public Higher Education: www.che.ac.za• Cooper, L. and Ralphs, A. (Eds.). 2016. Crossing the lines: RPL as specialised pedagogy:
https://www.saqa.org.za/docs/webcontent/2018/RPL_as_Specialised_Pedagogy_-_Full_Book.pdf
References (South African selection 4 of 4)
https://www.saqa.org.za/sites/default/files/2020-05/3rd%20NQF%20Conference%20report-2020%2002%2011ee.pdfhttp://nr-online.che.ac.za/html_documents/CHE_Programme_Accreditation_Criteria_Revised_2012.pdfhttps://nr-online-1.che.ac.za/html_documents/2.Framework%20Qualification%20Standards%20Development_2015.pdfhttp://www.che.ac.za/http://www.che.ac.za/https://www.saqa.org.za/docs/webcontent/2018/RPL_as_Specialised_Pedagogy_-_Full_Book.pdf
FLEXIBLE LEARNING PATHWAYS �What are FLPs? Why would we want FLPs? Why is South Africa a good example? ��Dr Heidi Bolton & Dr Liapeng Matsau (SAQA), �Dr Michaela Martin & Ms Uliana Furiv (IIEP-UNESCO), �Dr Ronel Blom (Independent) ��26 November 2020Contents �What is a learning-and-work pathway?Slide Number 4Slide Number 5Slide Number 6SAQA partnership research/ development�(timeframes, how available, achievements)�Slide Number 8Slide Number 9Slide Number 10Slide Number 11National Articulation Baseline StudyReported articulationArticulation enablers Slide Number 15Slide Number 16Slide Number 17Slide Number 18Slide Number 19International trends have put FLPs in the policy focusDimensions of flexible learning pathwaysBarriers to developing flexible pathways world-wide�IIEP-UNESCO’s FLP projectIIEP-UNESCO’s FLP project: research questions�Three stages in the research methodology�Eight in-depth national case studies�Why did IIEP choose South Africa?National policies for flexible learning pathways Flexiblility in accessFlexiblility in access: Recognition of Prior LearningFlexiblility during studies: mode of delivery and curriculumFlexiblility towards graduationGovernance and autonomy for implementing FLPsFunding for implementing FLPsQuality assurance and NQFs for implementing FLPsSlide Number 36Research designSlide Number 38InterviewsDocumentary analysisSlide Number 41Slide Number 42Slide Number 43Slide Number 44Slide Number 45Slide Number 46Slide Number 47Slide Number 48Slide Number 49References (UNESCO)References continued (UNESCO)Slide Number 52Slide Number 53Slide Number 54Slide Number 55