Thesis (MPhil)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher
education institutions focussing specifically on access, teaching and learning. The
study aimed to answer the following research questions: What was the impact of
the NQF on increasing access to higher education? In particular how did the RPL
process facilitate access into the University of Pretoria? Secondly, how did the
NQF influence the processes of teaching and learning at this particular institution?
And finally, why did the NQF have differential impacts on different faculties within
the same higher education institution? To gain the end-users’ perspective, a case
study of the University of Pretoria was conducted. Data was gathered using
interviews with ten senior members of staff at the university working in nine
different departments, and student records indicating admissions through RPL into
the University of Pretoria as well as relevant institutional documents.
The findings suggest that the impact of the NQF on access, teaching and learning
differed across departments, resulting in a partial implementation of the policy. This
was facilitated by factors inherent in the policy itself and factors inherent to the
institution. The influence of external factors such as professional bodies on
teaching and learning practices of end-users at the University of Pretoria posed a
major challenge against NQF implementation. The motivations leading to NQF
implementation are not directly linked to the NQF policy per se, although they
resulted in portraying the extent of change to access, teaching and learning along a
continuum that distinguished between departments that ‘blindly complied’, that
selectively adapted and those that strategically avoided implementation of the
policy.
Indications for further research are that a wider look at the impact of the NQF on
access, teaching and learning in higher education is less revealing than a more
focussed investigation. Future research should zoom-in on individual departments
within higher education institutions to reveal the deeper and more nuanced impact
of the NQF. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en
leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende
navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër
onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van
Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke
instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite
binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief
te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel
uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk,
studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook
relevante institutêre dokumente.
Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van
departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die
beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore
inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op
die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n
groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die
implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel
dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n
kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid
"blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van
die beleid strategies vermy.
Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op
toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke
ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër
onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te
bepaal.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/16615 |
| Date | 04 1900 |
| Creators | Matentjie, Tshepiso |
| Contributors | Troskie-de Bruin, C., University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | viii, 106 leaves |
| Rights | University of Stellenbosch |
Page generated in 0.0027 seconds