- Title
- Boundary making and boundary crossing in learning pathways access and progression: Voices from the workplace
- Creator
- Lotz-Sisitka, Heila
- Creator
- Mohanoe, M Nthabiseng
- Creator
- Ramsarup, Preesha
- Creator
- Olvitt, Lausanne L
- Subject
- To be catalogued
- Date Issued
- 2017
- Date
- 2017
- Type
- text
- Type
- bulletin
- Identifier
- http://hdl.handle.net/10962/436374
- Identifier
- vital:73265
- Identifier
- ISBN bulletin
- Identifier
- https://www.saqa.org.za/wp-content/uploads/2023/02/SAQA-Bulletin-2017-1.pdf#page=37
- Description
- In the South African Qualifications Authority and Rhodes University (SAQA-Rhodes) partnership research it was found that ‘researching the boundary’is an important unit of analysis in learning pathways research (see Papers 1 and 2 in this Bulle-tin). The researchers have argued that this focus has rele-vance for discussions on articulation, as articulation is a boundary crossing practice39. However, to understand boundary crossing processes, it is important to understand what the boundaries are in learning pathways research and to understand how these boundaries were developed. Bounda-ries in learning pathways are both social and material and are constructed by people’s actions and practices, and can only be resolved through people’s actions and practices. This pa-per–Paper 5–considers the manner in which social-material factors are ‘boundary makers’ in learning pathways, affecting access, mobility, progression and articulation possibilities, with specific reference to articulation between workplace experi-ences and contexts on one hand, and education and training systems on the other. The paper argues for a perspective on the social-material that includes the Critical Realist concept of ‘absence’(Bhaskar, 1993) as an important shaping force in learning pathways research (see Paper 4, in this Bulletin). By identifying ‘boundary making’processes and factors, as articu-lated through ‘voices in the workplace’[one perspective on this issue], the paper identifies key areas for ‘boundary cross-ing’practices in the South African National Qualifications Framework (NQF) system and its associated sub-systems.
- Format
- 50 pages
- Format
- Publisher
- South African Qualifications Authority (SAQA)
- Language
- English
- Relation
- Lotz-Sisitka, H., Mohanoe, M.N., Ramsarup, P. and Olvitt, L., 2017. Boundary making and boundary crossing in learning pathways access and progression: Voices from the workplace. SAQA BULLETIN, p.137
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the South African Qualifications Authority (SAQA) Statement (https://www.saqa.org.za/about-saqa/#who-are-we )
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Olvitt, Lausanne Laura (Assoc Prof)
Lotz-Sisitka, Heila (Distinguished Professor)
RU DST/NRF SARChI for Global Change Social Learning Systems Development: Transformative Learning and Green Skills Learning (ELRC)
RU Books and Book Chapters
RU Department of Education
SDG 04. Quality Education
SDG 15. Life On Land
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Boundary Making and Boundary Crossing in Learning Pathways.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |