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Articulation for Equity: Global Best Practices to Inform South African Higher Education Policy Reforms
Abstract
This paper examines the critical role of articulation in advancing equity within South Africa’s higher education system, with a focus on Open and Distance Learning (ODL). Grounded in critical theory and the radical social justice paradigm, the study interrogates how articulation policies can serve as tools for structural transformation rather than mere administrative instruments. Using a qualitative desktop research and guided by critical policy analysis, the study analyses national and international frameworks from Europe, North America, Australia, and the Global South, including the National Qualifications Framework Act, the CHE’s Articulation Policy, and the European Qualifications Framework. Bronfenbrenner’s Ecological Systems Theory further contextualises the influence of institutional, national, and global structures. Consequently, the study offers equity-driven recommendations to support inclusive learning pathways and meaningful student mobility, drawing on global best practices adapted to the South African context. Therefore, the study provides policymakers, institutions, and regional authorities with practical recommendations to improve the effectiveness of articulation and advance educational justice by examining international frameworks and ensuring that they are in alignment with South Africa's policy context.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 1200
Country
South Africa
Region
Africa
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Adobe PDF, 275.36 KB
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Date
2025-09
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)