Linda Meyer phd thesis 2012 04-13 v 5

DISCUSSIONS IN EDUCATION:

A POSTMODERN APPROACH

L. Meyer

Thesis
Philosophiae Doctor in the Management of Technology and Innovation

The Da Vinci Institute for Technology Management

2012

DISCUSSIONS IN EDUCATION:
A POSTMODERN APPROACH

L. Meyer
Student number: 5286

Thesis submitted in partial fulfilment of the requirements for the degree
Philosophiae Doctor in the Management of Technology and Innovation
at
The Da Vinci Institute for Technology Management

Academic supervisor: B. Anderson, PhD
Field supervisor: W. Goosen, DBA
2012

Declaration

I declare that the research project, Discussions in Education: A Postmodern Approach, is my own
work and that each source of information used has been acknowledged by means of a complete
reference. This thesis has not been submitted before for any other research project, degree, or
examination at any university.

…………………………………….
(Signature of student)
.............
(Date)

Johannesburg, South Africa

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Acknowledgements

My sincere gratitude to the following individuals without whom this research journey would not
have been possible:

To my Academic Supervisor, Professor Ben Anderson, for his leadership, insight and
encouragement on my journey of self-discovery and self-directedness;
To my Field Supervisor, Dr. Wynand Goosen, who played an instrumental role in stretching
the boundaries of normative thinking to the realm of meta-cognition;
To my partner, Deonita Eulalia Damons, for the encouragement and support of my
academic goals;
To my colleagues,Professor M. Mehl,Dr W. Guest-Mouton, Dr K. Deller, Dr. M. Serfontein,
Mrs. K. Thusi, Mr. S. Louw, Mr. T. Tshabalala, Mrs. V. Forest, Mrs. A. Roode, andMrs.H. Van
Twiskfor sharing their progressive views and encouragement to complete this research
study;
To the staff and faculty of The Da Vinci Institute; particularly Onicca Maculube, Simon
Gathuaand Dr Marthie de Kock who went beyond the call of duty in their support and as
true ambassadors of the Institute; and
To all research participantswho made this research journey possible.

__________________________
Initials and surname of student

Randburg
City/town of student’s residence

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Abstract

This research endeavour explored local and global provider accreditation and external moderation
frameworks, within the context of the available challenges and best practice models applicable to
occupationally directed education and training provision. The emerging South African diaspora,
with specific reference to the legislative and policy frameworks for occupationally directed
education and training, necessitated a robust discourse on pivotal challenges faced by providers in
the accreditation and external moderation domains. The research outcome proposed alternative
frameworks for accreditation and external moderation activities in South Africa.

Educational reforms are challenging in the face of historically established traditions that defined
academic quality standards. Innovative learning and assessment themes, which pose a defined
value proposition in reshaping traditional pre-defined academic standards, are at the heart of the
researcher’s recommendations.

Great philosophers, including Plato, Socrates and Osho, have contributed to the debate of
educational philosophy. More recent, and contemporary, educational experts have authored vital
inputs into the educational milieu. Globally, accreditation and moderation frameworks have been
implemented to varying degrees of control and self-regulation. Regulatory policies have often
formed both an enabling and restrictive environment where limited innovation was evident. In a
world where it is impossible to contribute to a knowledge economy without information, many
learners in South Africa remain deprived of access to basic information technology and good
learning practices.

South Africa is currently facing fundamental economic and transformative growth challenges,
compounded by an educational system that prepares large numbers of citizens for lifelong
structural underemployment or unemployment. Economic growth must be informed by intelligent
accountability and social and educational transformation. In this context, South Africa requires
sustained high impact human capital development systems and a nation of conscious individuals
who could facilitate the journey of transformation to a knowledge economy. Human capital

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development is at the axis of social cohesion, affluence, and sustainable employment creation, as
the emphasis and focus on broader aspects of value creation and skills base reforms prepare
South Africa for participation and positioning as a leading global competitor.
The research methodology in this thesis is qualitative in its design. Grounded theory was applied
as a general methodology for developing theory that is grounded in data, which has been
methodically collected and evaluated through continuous triangulation. Data was collected
through focus group engagements, the completion of a research questionnaire, semi-structured
interviews, and a desktop evaluation of 250 accreditation and 250 external moderation provider
reports.

This research study advances particular propositions concerning the structural and methodological
pedagogy of occupationally directed education and training providers’ accreditation and external
moderation practices. The analysis of the data suggests that the current occupational
accreditation and external moderation frameworks require significant interventions to redress
bureaucratic and punitive processes that significantly inhibit innovative education and training
delivery, which could support social and educational transformation.

South Africa should prepare a cohesive integrated economic and transformation strategy that
confirms specific social outcomes, acknowledging the inter-relationships of economic, human and
social capital. The proposed educational growth path should include the improved performance of
occupationally directed education and training provision, which in turn should result in economic
growth. Educational throughput will have a limited impact on skills advancement, and the focus
must transcend to informed learning outcomes that are grounded in innovative practices, critical
and cognitive thinking and capitalise on new technology in a heterogeneous global context.

The central theme of a credible and predictable education system is informed by internal and
external quality assurance structures. Educational reform must advance economic growth
(Sahlberg, 2004). Excellent research, tangible achievements and an adaptive and supportive
environment that translates into remarkable systems improvements, must inform the
occupationally directed education and training arrangements as a central value proposition.

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Table of contents

1. Chapter 1 – Contextualisation ...................................................................................................... 16
1.1 Rationale ...................................................................................................................................... 16
1.1.1 Human capital development in the broader South African environment ..................................... 16
1.1.2 Regulatory framework for quality management of education, training and development in
South Africa .................................................................................................................................. 18
1.1.3 Quality assurance of accreditation and external moderation ....................................................... 20
1.2 Description of the research problem ............................................................................................ 22
1.3 Research purpose ......................................................................................................................... 25
1.4 Research objectives ...................................................................................................................... 26
1.5 Research questions....................................................................................................................... 28
1.6 Research methods used ............................................................................................................... 28
1.6.1 Theoretical framework ................................................................................................................. 28
1.6.2 Research methodology ................................................................................................................. 30
1.6.3 Population and sampling method................................................................................................. 30
1.7 Quality of data .............................................................................................................................. 32
1.8 Delineations and limitations ......................................................................................................... 32
1.9 Outline of the thesis ..................................................................................................................... 33
1.9.1 Chapter two – Literature review................................................................................................... 33
1.9.2 Chapter three – The global educational context ........................................................................... 33
1.9.3 Chapter four – Research methodology ......................................................................................... 33
1.9.4 Chapter five – Research report ..................................................................................................... 35
1.9.5 Chapter six – Analysis and interpretation ..................................................................................... 35
1.9.6 Chapter seven – Recommendations for practice and further research ........................................ 35
1.10 Conclusion of chapter one ............................................................................................................ 35

2. Chapter 2 – Literature Review ...................................................................................................... 38
2.1 Introduction ................................................................................................................................. 38
2.2 The modernist / postmodernist debate........................................................................................ 39
2.2.1 Introduction ................................................................................................................................. 40

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2.2.2 Modernist philosophy .................................................................................................................. 41
2.2.3 Postmodernist philosophy ............................................................................................................ 44
2.2.4 Conclusion: link to this study ........................................................................................................ 51
2.3 The revolution and philosophy of education ................................................................................ 53
2.3.1 Socrates (470 BC – 399 BC) ........................................................................................................... 54
2.3.2 Plato (424 BC - 347 BC) ................................................................................................................. 57
2.3.3 Aristotle (384 BC – 322 BC) ........................................................................................................... 58
2.3.4 Avicenna (980 - 1037) ................................................................................................................... 62
2.3.5 Descartes (1595 - 1650) ................................................................................................................ 63
2.3.6 Locke (1632 - 1704) ...................................................................................................................... 64
2.3.7 Rousseau (1712 - 1778) ................................................................................................................ 65
2.3.8 Conclusion .................................................................................................................................... 66
2.4 Self-directedness in learning ........................................................................................................ 68
2.4.1 Introduction ................................................................................................................................. 68
2.4.2 Edward De Bono (1933 - ) ............................................................................................................. 69
2.4.3 Reuven Feuerstein (1921 - ).......................................................................................................... 70
2.4.4 Jean Piaget (1896 - 1980) ............................................................................................................. 71
2.4.5 Merlyn Mehl (1956 - )................................................................................................................... 72
2.4.6 Maria Montessori (1870 – 1952) .................................................................................................. 74
2.4.7 Rudolf Steiner (1861 – 1925) ........................................................................................................ 75
2.4.8 Osho (1931 – 1990) ...................................................................................................................... 76
2.4.9 Lev Vygotsky (1896 - 1934) ........................................................................................................... 79
2.4.10 Carl Jung (1875 – 1961) ................................................................................................................ 80
2.4.11 Leonardo Da Vinci (1452 – 1519) .................................................................................................. 84
2.4.12 Conclusion .................................................................................................................................... 85
2.5 Principal approaches to learning models ...................................................................................... 85
2.5.1 Introduction ................................................................................................................................. 85
2.5.2 Behaviourism................................................................................................................................ 86
2.5.3 Cognitivism ................................................................................................................................... 87
2.5.4 Connectivism ................................................................................................................................ 87
2.5.5 Constructivism.............................................................................................................................. 88

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2.5.6 Conclusion .................................................................................................................................... 90
2.6 Teaching styles versus learning styles........................................................................................... 91
2.6.1 Teaching styles ............................................................................................................................. 91
2.6.2 Learning styles .............................................................................................................................. 92
2.6.3 Kolb’s learning styles inventory .................................................................................................... 95
2.6.4 Honey and Mumford's learning styles .......................................................................................... 97
2.6.5 Conclusion .................................................................................................................................... 99
2.7 Conclusion of chapter two ............................................................................................................ 99

3. Chapter 3 – The Global Educational Context .............................................................................. 103
3.1 Introduction ............................................................................................................................... 103
3.2 South African youth unemployment .......................................................................................... 105
3.3 South African labour and education legislative context.............................................................. 106
3.4 The South African qualifications sub-frameworks ...................................................................... 107
3.4.1 Primary and secondary education .............................................................................................. 108
3.4.2 Further Education and Training (FET) ......................................................................................... 109
3.4.3 Higher Education and Training (HET) .......................................................................................... 112
3.4.4 National Skills Development Strategy III (NSDS III) ..................................................................... 112
3.5 Accreditation models ................................................................................................................. 114
3.5.1 International accreditation models and guidelines..................................................................... 114
3.5.2 United Nations Educational, Scientific and Cultural Organization (UNESCO) and the
Organisation for Economic Co-operation and Development (OECD) .......................................... 115
3.5.3 The International Network for Quality Assurance Agencies in Higher Education (INQAAHE) ..... 116
3.5.4 The Association of African Universities (AAU) ............................................................................ 117
3.5.5 The Asia-Pacific Quality Network (APQN) ................................................................................... 119
3.5.6 Global Initiative on Quality Assurance Capacity (GIQAC) ............................................................ 120
3.5.7 European Higher Education Qualifications Framework .............................................................. 121
3.5.8 Technical and Vocational Education and Training (TVET) ........................................................... 126
3.5.9 Conclusion .................................................................................................................................. 127
3.6 Country accreditation models .................................................................................................... 129
3.6.1 The South African accreditation framework ............................................................................... 129

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3.6.2 The German accreditation framework ....................................................................................... 157
3.6.3 The United States of America accreditation framework ............................................................. 165
3.6.4 The Canadian accreditation framework...................................................................................... 169
3.6.5 The United Kingdom accreditation framework........................................................................... 173
3.6.6 The Singaporean accreditation framework................................................................................. 177
3.7 Country moderation models ...................................................................................................... 183
3.7.1 Introduction ............................................................................................................................... 183
3.7.2 The German moderation framework.......................................................................................... 183
3.7.3 The United Kingdom moderation framework ............................................................................. 185
3.7.4 The Singaporean moderation framework ................................................................................... 188
3.7.5 The Canadian moderation framework ........................................................................................ 190
3.7.6 Conclusion .................................................................................................................................. 193
3.8 The South African moderation model......................................................................................... 194
3.8.1 Introduction ............................................................................................................................... 194
3.8.2 Umalusi quality assurance and assessment ................................................................................ 195
3.8.3 The South African Qualifications Authority (SAQA) .................................................................... 199
3.8.4 Sector Education and Training Authorities (SETAs) and Education and Training Quality
Assurance bodies (ETQAs) .......................................................................................................... 203
3.9 Conclusion of chapter three ....................................................................................................... 217

4. Chapter 4 Research Methodology ............................................................................................ 219
4.1 Introduction ............................................................................................................................... 219
4.2 Research objective ..................................................................................................................... 221
4.3 Research questions..................................................................................................................... 222
4.4 Qualitative research outline ....................................................................................................... 223
4.4.1 Objectivity .................................................................................................................................. 229
4.4.2 Reliability .................................................................................................................................... 230
4.4.3 Validity ....................................................................................................................................... 232
4.5 Grounded theory ........................................................................................................................ 233
4.6 Research population and sampling............................................................................................. 234
4.7 Data collection methods............................................................................................................. 236

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4.8 Data analysis............................................................................................................................... 243
4.8.1 Research rationale...................................................................................................................... 249
4.8.2 Purposive and narrow sampling ................................................................................................. 250
4.8.3 Rationale for selected data collection methods in this research................................................. 250
4.9 Conclusion of chapter four ......................................................................................................... 251

5. Chapter 5 – Research Report ...................................................................................................... 253
5.1 Introduction ............................................................................................................................... 253
5.2 The research design stages: ........................................................................................................ 253
5.2.1 Focus group ................................................................................................................................ 255
5.2.2 Desktop evaluation of 250 accreditation reports ....................................................................... 257
5.2.3 Desktop evaluation of 250 external moderation reports ............................................................ 258
5.2.4 The research questionnaire ........................................................................................................ 259
5.2.5 The semi-structured interviews .................................................................................................. 261
5.2.6 Conclusion .................................................................................................................................. 262
5.3 Conclusion of chapter five .......................................................................................................... 263

6. Chapter 6 – Analysis and Interpretation ..................................................................................... 266
6.1 Introduction ............................................................................................................................... 266
6.2 The accreditation process........................................................................................................... 268
6.2.1 Theme 1: Quality Management Systems ................................................................................... 268
6.2.2 Theme 2: Industry specifications and requirements .................................................................. 271
6.2.3 Theme 3: Provider capacity ....................................................................................................... 272
6.2.4 Theme 4: Market demand and barriers to entry ....................................................................... 274
6.3 The external moderation process ............................................................................................... 276
6.3.1 Theme 1: Quality Management Systems ................................................................................... 276
6.3.2 Theme 2: Peer review mechanisms ........................................................................................... 278
6.3.3 Theme 3: Industry validation ..................................................................................................... 280
6.3.4 Theme 4: Maturity status validation .......................................................................................... 281
6.4 An alternative accreditation framework ..................................................................................... 283
6.5 An alternative external moderation framework ......................................................................... 284
6.6 Conclusion of chapter six ............................................................................................................ 284

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7. Chapter 7 – Recommendations for Practice and Further Research ............................................ 286
7.1 Introduction ............................................................................................................................... 286
7.2 Recommendations for practice .................................................................................................. 288
7.3 Proposed further research ......................................................................................................... 289
7.4 Limitations of the study .............................................................................................................. 289
7.5 Conclusion of chapter seven....................................................................................................... 290
7.6 Thesis conclusion........................................................................................................................ 292
7.6.1 Contextualisation ....................................................................................................................... 293
7.6.2 Literature review ........................................................................................................................ 293
7.6.3 Global educational context......................................................................................................... 294
7.6.4 Research methodology ............................................................................................................... 295
7.6.5 Research report .......................................................................................................................... 295
7.6.6 Analysis and interpretation ........................................................................................................ 295
7.6.7 Recommendations for practice and further research ................................................................. 296

8. Works Cited ............................................................................................................................... 297

9. Appendices ................................................................................................................................ 335

10. Appendix A – Research questionnaire sample .......................................................................... 336

11. Appendix B – The focus group stage.......................................................................................... 340

12. Appendix C – Semi-structured interview reports ...................................................................... 344

13. Appendix D – The desktop evaluation of 250 accreditation and 250 external moderation report

14. Appendix E – Research questionnaire findings ......................................................................... 429

15. Appendix F – SAQA 8 core criteria for provider accreditation .................................................. 435

16. Appendix G – UK external verifiers (National occupational standards directory). ................... 441

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List of tables

Table 2.1 Modernist versus postmodernist thought ......................................................................... 43
Table 2.2 Socratic method versus academic tradition ....................................................................... 55
Table 2.3 Implications of education – Jung’s ten pillars of education ................................................ 84
Table 2.4 Characteristics of constructivism (Murphy, 1997).............................................................. 90
Table 3.1 NSDS III – Vicissitudes ...................................................................................................... 113
Table 3.2 NSDS III – Priorities .......................................................................................................... 113
Table 3.3 NSDS III – Determinants supported by NSDS III................................................................ 114
Table 3.4 South African Quality Councils and NQF levels ................................................................ 131
Table 4.1 Research phases undertaken ........................................................................................... 221
Table 4.2 A modified policy cycle incorporating macro constraint and micro agency ..................... 223
Table 4.3 Features of qualitative and quantitative research: (Neil, 2007) ....................................... 226
Table 4.4 Correlations between the various types of interviews ..................................................... 239
Table 4.5 The ten laws of interviewing ............................................................................................ 241
Table 4.6 The components of data analysis..................................................................................... 244
Table 10.1 Research questionnaire ................................................................................................... 338

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List of figures

Figure 2.1: Periods related to epistemological approach ..................................................................... 41
Figure 2.2: Osho’s five dimensions of education .................................................................................. 78
Figure 2.3: Kolb’s learning styles .......................................................................................................... 96
Figure 2.4: Honey and Mumford’s learning cycle and learning styles .................................................. 98
Figure 4.1: Research process.............................................................................................................. 220
Figure 4.2: Elements of a research study ........................................................................................... 228
Figure 4.3: Aspects of data analysis ................................................................................................... 249
Figure 5.1: Summary of the research process .................................................................................... 255
Figure 6.1 Proposed occupationally directed education and training provider accreditation
framework
244

Figure 6.2: Proposed occupationally directed education and training provider external
moderation framework ................................................................................................... 284

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List of acronyms

AAU Association of African Universities
ABA American Bar Association
ABET Accreditation Board for Engineering and Technology
ABET Adult Basic Education and Training
ABET-CAC Accreditation Board for Engineering and Technology, Computing
Accreditation Commission
ACS American Chemical Society
ACSB Accounting Standards Board
AET Adult Education and Training
AICE Association of International Credentials Evaluators
ALS American Law Schools
AMA-CME American Medical Association, Council on Medical Education
AMC American Medical Colleges
AMS American Meteorological Society
ANC African National Congress
APL Accreditation of Prior Learning
APQN Asia-Pacific Quality Network
AQF Australian Qualifications Framework
AQP Assessment Quality Partner
ASME Association of Mechanical Engineers
ASTD American Society of Training and Development
ATR Annual Training Report
BAC British Accreditation Council
BANKSETA Banking Sector Education and Training Authority
BIBB Bundesinstitut fur Berufsbildung
BTEC Business and Technology Education Council
CAR Cumulative Assessment Record
CASS Continuous Assessment

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CAT Credit Accumulation and Transfer
CBT Competency Based Training
CCEA Council for Curriculum Examinations and Assessment
CCMA Commission for Conciliation, Mediationand Arbitration
CEP Community of Expert Practitioners
CETA Construction Education and Training Authority
CETAC Canadian Education and Training Accreditation Commission
CHE Council on Higher Education
CHEA Council for Higher Education Accreditation
CICIC Canadian Information Centre for International Credentials
COSATU Congress of South African Trade Unions
CPD Continuous Professional Development
CPIP Continuing Performance Improvement Programme
CTE Career and Technical Education
CTFL SETA Clothing, Textile, Footwear and Leather Sector Education and
Training Authority
CTS Conformance to Specifications
CUMSA Curriculum Model for Education in South Africa
CVCP Committee of Vice-Chancellors and Principals
DATAD Database of African Theses and Dissertations
DCELLS Department for Children, Education, Lifelong Learning and Skills
DETC (USA) Distance Education and Training Council (USA)
DHET Department of Higher Education and Training
DOE Department of Education
DOL Department of Labour
DQP Development Quality Partner
EAAB Estate Agency Affairs Board
ECTS European Credit Transfer System
ECVET European Credit for Vocational Education and Training
EFMD European Foundation for Management Development
EFQM European Foundation for Quality Management

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EHEA European Higher Education Area
EQARF European Quality Assurance Reference Framework for Vocational
Education and Training
EQF European Qualifications Framework
EQUIS European Quality Improvement System
ESSEC Ecole Superieure des Sciences Economiques et Commericales
ETD Education,Training, and Development
ETDP Education, Training, and Development Practitioner
ETDQA Education, Training, and Development SETA Quality Assurance
body
ETQAs Education and Training Quality Assurance bodies
ETQC Education and Training Quality Council
FEDUSA Federation of Unions of South Africa
FET Further Education and Training
FETC Further Education and Training Certificate
FETI Further Education and Training Institute
FHEQ Framework for Higher Education Qualifications
GCE General Certificate of Education
GENFETQA General and Further Education and Training Quality Assurance
GET General Education and Training
GIQAC Global Initiative on Quality Assurance Capacity
HDI Historically Disadvantaged Individual
HE Higher Education
HEI Higher Education Institution
HEQC Higher Education Quality Council
HEQF Higher Education Qualifications Framework
HET Higher Education and Training
HNC Higher National Certificate
HRD Human Resource Development
HSRC Human Sciences Research Council
IEB Independent Examinations Board

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IEEE Institute of Electrical and Electronic Engineers
ILO International Labour Organization
INQAAHE InternationalNetwork for Quality Assurance Agencies in Higher
Education
INSEAD Institut Europeen d’Administration des Affaires
ISCO International Standard Classification of Occupations
ISO International Organization for Standardization
ITB Industry Training Board
ITE Institute for Technical Education
KMK Kultusministerkonferenz
LCME Liaison Committee on Medical Education
LMS Learner Management System
LQW Lernerorientierte Qualitatstestierung in der Weiterbildung
LSI Learning Styles Inventory
LSQ Learning Styles Questionnaire
MAPPP SETA Media, Advertising, Publishing, Printing, Packaging Sector
Education and Training Authority
MIS Management Information System
MIT Massachusetts Institute of Technology
MoU Memorandum of Understanding
MQA Mining Qualifications Authority
MTEF Medium Term Expenditure Framework
NACES National Association of Credential Evaluation Services
NAMB National Artisan Moderation Body
NATED National Association for Tertiary Education
NCV National Certificate (Vocational)
NDAQ National Database of Accredited Qualifications
NEDLAC National Economic Development and Labour Council
NLRD National Learners’ Records Database
NOPF National Occupational Pathway Framework
NOS National Occupational Standards

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NQF National Qualifications Framework
NSA National Skills Authority
NSC National Senior Certificate
NSDS III National Skills Development Strategy Three
NSFAS National Student Financial Aid Scheme of South Africa
NSPE National Society of Professional Engineers
NSRS National Skills Recognition System
NUS National University of Singapore
NVQ National Vocational Qualification
N3 National Certificate level 3
OCR Oxford and Cambridge and RSA exam board
OE Occupational Education
OECD Organisation for Economic Co-operation and Development
OFL Occupational Foundational Learning
OFO Organising Framework for Occupations
PISA Programme for International Student Assessment
PoE Portfolio of Evidence
PSLE Primary School Leaving Examination
PVE Professional and Vocational Education
QA Quality Assurance Agency
QALA Quality Assurance of Learner Achievements
QCF Qualificationsand Credit Framework
QCTO Quality Council for Trades and Occupations
QMS Quality Management System
QP Quality Partner
QPU Quality Promotion Unit
ROI Return on Investment
RPL Recognition of Prior Learning
SABPP South African Board for People Practices
SACP South African Communist Party
SADC Southern African Development Community

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SAICA South African Institute of Chartered Accountants
SAIVCET South African Institute of Valuers - Continued Education and
Training
SAQA South African Qualifications Authority
SAQI South African Quality Institute
SC Senior Certificate
SDA Skills Development Act
SETA Sector Education and Training Authority
SETQAA Services SETA Quality Assurance body
SLA Service Level Agreement
SMME Small,Mediumor Micro Enterprise
SSETA Services Sector Education and Training Authority
TAFE Technical and Further Education
TEFSA Tertiary Education Fund of South Africa
TETA Transport Sector Education and Training Authority
TQEC Teaching Quality Enhancement Committee
TQM Total Quality Management
TVET Technical and Vocational Education and Training
UK United Kingdom
UNESCO United Nations Educational, Scientific and Cultural Organization
USA United States of America
VET Vocational Education and Training
W and R SETA Wholesale and RetailSector Education and Training Authority
WDA Workforce Development Agency
WE Workforce Education
WPE Workplace Education
WSP Workplace Skills Plan
WSQ Workforce Skills Qualifications
ZPD Zone of Proximal Development

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Definition of Key Terms

Articulate To provide for learners, on successful completion of accredited
prerequisites, movement between components of the delivery
system.

Assessment tools/instruments The nature of the assessment tasks given to the learner to do.
Guidelines for the Assessment of NQF registered Unit Standards and
Qualifications (South African Qualifications Authority, 2000).

Credits The credentialing of learning as associated with the requirements for a
qualification. (South African Qualifications Authority , 2000).

Higher Education Refers to education that normally takes place in universities and other
higher education institutions, both public and private, which offer
qualifications on the Higher Education Qualifications Framework
(HEQF). (Department of Higher Education and Training, 2012).

Further Education Refers to education offered in Further Education and Training (FET)
colleges and similar programmes in other vocational colleges. The
Department of Higher Education and Training (DHET) is considering
renaming the FET colleges Vocational Education and Training Colleges,
but since no final decision has beentaken in this regard, the existing
name is used. (Department of Higher Education and Training, 2012).

Occupationally directed education, Training that principally is conducted in the workplace. It is also
training and development referred to as ‘on the job training’, ‘workplace training’, ’vocational
education and training or ‘career-oriented education’ (Wessels, 2005).
Occupational Education Refers to educational programmes that arefocused on preparation for
specific occupations, as well as ongoing professional development and
training in the workplace (Department of Higher Education and
Training, 2012).

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Professional Education Refers to educational programmes that lead to professional
registration.

Quality Assurance The sum of activities that assure the quality of services against clear
pre-determined and described standards. Guidelines for the
Assessment of NQF registered Unit Standards and Qualifications
(SAQA; 2000: 11, 20, 21, 30 – 35).

Vocational Education Refers to a middle level of education, which provides knowledge and
skills to enter the economy through a general, broad orientation in
vocational areas, as well as general learning in essential areas such as
Language and Mathematics.(Department of Education and Training,
2012).

Strategy Formulation “The formulation of strategy can develop competitive advantage only
to the extent that the process can give meaning to workers in the
trenches.” (Hirst, 1995:02).

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1. Chapter 1–Contextualisation

“There is only one education, and it has only one goal - the freedom of the mind. Anything that
needs an adjective, be it civics education, or socialist education, or Christian education, or
whatever-you-like education, is not education, and it has some different goal.The very existence of
modified "educations" is testimony to the fact that their proponents cannot bring about what they
want in a mind that is free. An "education" that cannot do its work in a free mind, and so must
"teach" by homily and precept in the service of these feelings and attitudes and beliefs rather than
those, ispure and unmistakable tyranny.”
Mitchell

1.1 Rationale

The impetus for embarking on this research studywas to document the researcher’s combination
of subjective, academic, and applied intentions, supported by the researcher’s experiences in
education and skills development in the preceding twenty years. The researcher embarked on a
personal journey of discovery and emergencein the fields of theoretical and didactic prospecting,
to formulate applied research constructs in the occupationally directed education and training
environment, and the contextual exploration of education for sustainable economic development.

1.1.1 Human capital development in the broader South African environment

The current South African educational discourse is at an impasse. This epistemological disjuncture
requiresa critical examination of proposed amendments to the South African human capital
development strategy. The proposed amendments to the education and labour market policy
frameworks are constricting sustainable employment creation. The South African economy
requires resoluteindustry validation and the development of an integrated human capital strategy

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that maximises both public and private educational provisionto build capacity in addressing social
and economic transformation.

The universal knowledge economy demands the development of a global skills passport
validatingknowledge and abilities and advanced cognitive competencies(Hamel,
2004).Nationsrequire independent thinking citizensthat contribute to sustainable market growth.
Withinthe framed landscape,knowledge and consciousness are symbiotic.Traditional institutions
and conventional skillssets are redundant vehicles in the pursuit of innovative excellence and
global market competitiveness(Young, 2008). The accepted requirements of innovation and
technology, combined with the current situational challenges of burgeoning unemployed youth
figures, require reviews of approaches to resolving the impasse set by restrictive labour market
policy, aneducation framework not delivering workplace requirements and an economy
researching growth injectors.

As with traditional academic institutions, the occupationally directed education and training
framework has brought hope of employment and prosperity to millions of unemployed
youth(Clayton,and McGill, 1999). Within this context, learnershipshave emerged as a means to
obtain a basic stipend notwithstanding the paired qualification. Learnershipshave largely emerged
as an extended social grant system, whilst limited industry and peer validation mechanisms exist
to corroboratethe value of occupationally directed education and training qualifications and skills
programmes. Youth unemployment remains a seminal issue, as the South African General
Education and Training (GET), Further Education and Training (FET) and Higher Education and
Training (HET) sectors produce unemployed graduates en masse.

The researcher was confronted with her participation in the occupationally directed education and
training domain.The systemic foundation emulates a pendulum representing a flawed and
compromisedsystem and,conversely,a system of excellence in the skills development and
employment creation arena. The researcher became intrigued by the idea of exploring the quality
framework that underpins this occupationally directed education and training sector, in the
context of postmodern skills validation and the South African economic and transformative
strategic growth imperatives. In particular, this research aims to evolve the

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discourseconcerningaccreditation and external moderation frameworks within the occupationally
directed education and training diaspora.

In preparation, the researcherexplored the Kantian constructivistcontext that predicates a
framework for the postmodern debate in education, curricula, epistemology, literature and
learning in general. Kantian constructivism informed the considerations of this research, as reason
alone does not facilitate knowledge acquisition. Experience appears to be indispensable for
knowledge and cognitive aptitude(Kant, 1781).

Kantian philosophy articulated thatmen are subjects who should not exploit each other as means
to an end.Kant’s didactic methodology was centred in students beingaccomplished to become
comprehending, reasonable and scholarly persons, as young people entrusted to him were
expected to acquire a supplementary, maturityacumenin relation to their own future(Kant, 1765 :
66).

This philosophy relates to the current South African educational context in that organisations
providing learning facilitation are expected to provide supplementary, maturity acumen as
evidenced in processes that firstly require approval prior to engaging in learning provision
activities, and therefore being quality assured through rigorous external review.

South Africa must be held accountable for investing in an education framework, and the
formulation of a labour market policy, that has resulted in millions of unemployed and
underemployed citizens.The South African regulatory framework for occupationally directed
education and training providers is complex, over-regulated, and onerous. Private provision, in
particular, therefore, due to the imbalanced advantage allowed public educational institutions,
necessitates a discourse for the pivotal challenges faced within the accreditation and external
moderation spheres.

1.1.2 Regulatory framework for quality management of education, training and
development in South Africa

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Public institutions are predominantly financed from the national budget(National Treasury, 2011),
whilst private providers receive no subsidies to advance the South African educational objectives
outside of Sector Education and Training Authority (SETA) funding. The researcher is of the opinion
that the majority of South African universities are at this time failing to demonstrate constructive
transformation and a meaningful contribution to the national skills agenda. Unemployment, and
particularly youth unemployment, is a social challenge that must be addressed in the face of a
compromised South African public education system. Government should not measure the
performance of public providers versus private providers arbitrarily. Of utmost importance are the
ROI and success ratios in creating sustainable employment after completing skills development
interventions. Government should focus on developing an integrated human capital strategy that
addresses skillsset deficits, and on enabling a complimentary environment to create sustainable
employment and economic growth.

“Ultimately, the final responsibility for the provision of quality higher education programmes and
production of marketable and employable graduates remains that of the Minister of Higher
Education and Training” (Mkhize, 2011). The Minister, therefore, provides the frameworks that
should empower enable and encourage higher, and lifelong, learning.

The current South African education statutory framework includes three distinct quality councils,
namely Umalusi, the Quality Council for Trades and Occupations (QCTO), and the Council on
Higher (CHE) (National Qualifications Framework Act, 2008). The South African NQF therefore
consists of three sub-frameworks, namely the General and Further Education Qualifications
Framework, the Occupational Qualifications Framework and the Higher Education Qualifications
Framework. This environmentwas reviewed by the DHET and a green paper was published in
January 2012, in South Africa, for public comment (Department of Higher Education and Training,
2012) on proposals in this regard.

“Our qualifications and quality assurance framework is complex, with overlapping directives and
ongoing contestation between different quality assurance bodies in various areas of operation.The
primary bodies with a direct role in quality assurance are the three Quality Councils – the Council

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on Higher Education, Umalusi and the Quality Council for Trades and Occupations. Options are
proposed for clarifying their respective areas of jurisdiction” (Nzimande, 12th January 2012).

The transitional phase for absorbing SETA ETQAs into the QCTO requires a clear analysis of reasons
explainingoccupationally directed education and training providers having been efficaciousor
conversely constrained in accreditation or external moderation activities. The current DHET green
paper (Department of Higher Education and Training, 2012)raises some questions with the
researcher in relation to the finalisation of vicissitudes of the respectivequality councils.The
research will explorethe current challenges faced by occupationally directed private education and
training providers in dealing with ETQAs vis-à-visaccreditation and external moderation activities.
The research will culminate in proposed frameworks for streamlined accreditation and external
moderation endeavours with respect to occupationally directed education and training providers.
1.1.3 Quality assurance of accreditation and external moderation

The research study will investigate common trends experienced by occupationally directed
education and training providers in their engagementswith ETQAs.

The researcher will further explorethe reasons that occupationally directed education and training
providers have been unable to obtain accreditation,and why providers have not been able to exit
learners, after external moderation activities have been conducted byETQAs.The findings of the
research study will be beneficial to occupationally directed education and training providers,
ETQAs, the QCTO and the DHET, asintelligibleaccreditation and external moderation frameworks
will be proposed to meet statutory compliance and industry requirements. In this regard, the
research acknowledges Jansen and Christie in stating:“Certain education and training practitioners
have an attitude that the NQF and the outcomes-based methodology to education and training
has been a failure” (Jansen, 1999).

Private providers are required to maintain an industry related primary focus accreditation under
the jurisdiction of a particular ETQA.SETAs conduct sector skills planning in consultation with
stakeholders, and additional funded researchis undertaken to confirm the required skills and
educational requirementswithin specific sectors of the economy. Providers obtain permission from

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a non-primary focus ETQA to deliver training with the authority from their primary focus ETQA.
Said permission isobtained through aMemorandum of Understanding (MoU)process(South African
Qualifications Authority, 2001). Such delivered training is subject to programme approval. This
research study will include an evaluation of common areas of benefit as well as impediments
providers face during the respective ETQA accreditation and programme approval phases.

Additionally, the common trends and challenges experienced by occupationally directed education
and training providers in relation to their residual compliance requirements will be explored as
part of this research study. This research will expose valuable information to postulate greater
insight into the required structural interventions by respective ETQAs in an attemptto re-evaluate
inclusivesupport and oversight to constituent providers.Providers are required to navigate through
a myriad of inconsistent and prejudicial interpretations from ETQAs relating to statute and
regulations. Furthermore, additional ETQA self-interpreted and imposed rules, undefined delivery
timelines, and lack of accountability remain significant challengesto the occupationally directed
education and training arena.
Uncertainty and perceived uneven levels of performance by ETQAs in e.g.accreditation and
programme approval processes and the Quality Assurance of Learner Achievements (QALA),
remain major impairments to learner certification within reasonable timeframes. The QALA
process involves learner achievement uploads to ETQAsand external moderation by ETQA
appointed external moderators and, where applicable,quality partners. This process compounds
the challenges affecting learners exiting at band and unit standard level.

The QALA process involves a preliminary phase that requires that learner achievements
bevalidated from, in some instances, a manually inputExcel spread sheetthat contains thousands
of line items. Provider upload non-compliance is generally related to the capturing of incorrect
data (e.g. wrong gender code entries). Without the external moderation, though, the
achievements cannot be validated and therefore cannot be uploaded to the Learner Management
System (LMS), resulting in an impasse in providing certification to successful learners.

ETQAs upload their learner achievements, after external moderation confirmation, to the South
African Qualifications Authority (SAQA). SETAs are awarded a performance status based on the

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validity of uploaded data to the National Learners’ Records Database (NLRD). SETAs strive to attain
“green” status in confirmation of validated quality assurance practice. SETAs that are in the
“amber” and “red” status bands are at risk of losing their upload status. In order to some levels of
consistency, all ETQAs, including SETAs, are in the process of migrating to the EDUDEX LMS. The
EDUDEX LMS is being implemented to ensure greater predictable accuracy because of an
improved verification system(Shapiro, 2010).

A credible LMS will have a positive impact nationally for occupationally directed providers,
learners, business, government, and labour.A reliable LMS repository would provide a “citizen’s
skills passport” that would reliably inform the country’snational human resourcesdevelopment
planning strategy. The currentoccupationally directed education and training framework must be
revised to optimally contribute to social and economic transformation. Something must be done
to curb the avalanche of South African unemployed, and particularly youth unemployment.
Institutional review is not an emergent global challenge and neither should it be in South Africa. As
Schon pointed out in 1973, “we must, in other words, become adept at learning. We must become
able not only to transform our institutions, in response to changing situations and requirements;
we must invent and develop institutions which are ‘learning systems’, that is to say, systems
capable of bringing about their own continuing transformation”(Schön, 1973:28).

1.2 Description of the research problem

From the previous discussion it can be concluded that South Africa is facing a number oftrials in
relation to employment creation and higher and further educational opportunities. The
transitional phase of the operationalising of the QCTO requires a clear analysis of the challenges
and advancements made byoccupationally directed education and training providers in relation to
accreditation and external moderation processes. Inconsistent arbitrary compliance requirements
and the compounding limited skills base in certain ETQAs, remaincumbersome and
incomprehensible in relation to the broader social accountability agenda. Public Service and
Administration Minister, Roy Padayachie, has acknowledged general accountability that should
exist in the public service."People think that there are no consequences if you don't do your job

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properly. We are about to change that, particularly for those who are guilty of wrongdoing in the
public service”(Kgosana, 12 February, 2012). It is hoped that pronouncements such as this will lead
to improved support and focus in the public service agencies supporting skills development.

Available research is limited concerning the value propositionof cognitive modifiability in
occupationally directed educationand training qualification constructs, resulting in over-reliance
on rote learning. Learners often displaylimited understanding in relation to the underlying
reasonfor performing a task. Research confirms that the ability to understand and rationalise at
specific cognitive levels is critical for both personal and organisational advancement(Feuerstein,
1990).

Finland and Singapore offer worthy positive examples of education systems that have been
transformed into global knowledge creation leaders. Central to Finland and Singapore’s success
has been the unquestionable commitment tothe implementation of quality systems,learner
centeredness, focus on educator excellence, emphasis on cognitive and creative thinking skills,
innovation and optimisation of technological advancements(Open Mind Foundation, 2011). There
is no reason that South Africa cannot and should not aspire to similar standards.

Access to higher and further education and training, and more especially access to public
universities, are the central theme in perceived educational advancement and employment
creation in South Africa. Notwithstanding the official dropout rate from South African public
universities costing the taxpayer
R 4, 5 billion in grants and subsidies to higher education institutions, no fundamental interventions
are underway to validate incumbent university access in relation to a commensurate return on
investment from the national fiscus. The perception still prevails that a university qualification is
reliable measure of employability.

Tertiary institutions in South Africa, however, have a confirmed dropout rate in the region of 80%
(Macfarlane, 22–28 September 2006). Therefore, the advancement of government’s national
educational policy should not exclude private providers from the agenda, but rather embrace
them as complimentary delivery partners. Perceived second-rate public universities compound the

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challenge of employment creation, as businesses avoid employing graduates exiting from these
institutions. Poorly resourced and predominantly located in rural areas, with limited resource
output and academic achievement, significant support should be provided to these public
institutions.

The Deputy Minister of Higher Education and Training confirms“, 17 Years after the end of
apartheid, the” Homeland Universities”, established on racial and tribal and/or ethnic basis during
the apartheid era, are still with us in the form and shape they were meant to be. These universities
are still attended, predominantly, by black students from rural communities with poor grades”
(Mkhize, 2011). Private provider and public institution partnerships could generate an insurgence
of belief, and self-belief, in these potentially positive catalysts.

Quality and suitability lay at the heart of many skills development institutions. South Africahas
implemented a number of questionable decisions regarding the advancement of global
educational comparative excellence and quality assurance. These decisions include forced
throughput quotas, low pass rate thresholds to obtain a senior certificate,a poorly qualified and
under resourced pool of educators, in schools, and lecturers, in FET colleges. The prohibitive effect
on quality education is compounded within the context of limited availability and an overstretched
infrastructure across educational institutions. South Africaranks poorly amongst international
universities, with only the University of Cape Town placing in the global top 200
universities(Mchunu, 2012).

South Africa has adopted a debatable system of advancing the imperialisticUK regulation
prohibiting private HET institutions from utilising the word “university” in their name. These
actions appear to beperplexingin a quality framework where the HEQC implements rigorous
verification standards prior to approving private HET provider offerings. South Africa should seek
to expand on the maximum delivery base for skills validation from universities, be it private or
public, focusing on the quality of provision rather than disputed naming rights. Private FET
providers aresubject to significantly compounded oversight from no less than three statutory
institutions. This figure increases incrementally in relation to the FET provider’s sector/s of

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operation and ETQA applicable jurisdiction, with each ETQA being responsible for quality
assurance in a specific economic sector only.

The need for optimal educational capacity output cannot be overstated in the quest for economic
and social transformation,and intellectual and knowledge-based asset optimisation for sustainable
employment creation.

With due consideration to the aforementioned, this research will culminate in a proposed
framework for streamlined accreditation and external moderation interventions for occupationally
directed providers. In parallel , the researcher takes note of the statement made by the previous
Chief Executive Officer of SAQA,(Isaacs, 2001)in relation to developments within the South African
educational landscape:“The evolving NQF will tend toward particular theoretical directions as a
consequence of intellectual scrutiny, rather than being determined in advance by tight
definition”(Isaacs, 2001).

1.3 Research purpose

It is against the outline of the stated problem that the purpose of the research becomes clear,
namely:

i. The creation of a platform for the consideration of proposedaccreditation and external
moderation frameworks, which offer defined value propositions in the creation of an inclusive
provider base for occupational directed education and trainingprovision in South Africa.

ii. The identification of the challenges faced by private providers in the solicitation of
accreditation, and external moderation activitiesin South Africa. To this end, the researcher
will investigate the global educational context in relation to accreditation and external
moderation activities and consider other “logical models” of operation (Wholey, 1987)
and(Bickman, 1987).

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1.4 Research objectives

In an attempt to achieve the purpose study, it is necessary to implement a phase or step approach
of which, the following are deemed most vital:

i. To assess and evaluate the legislative and regulatory policy framework as it relates to
education and training within South Africa.
ii. To assess and evaluate the challenges faced by occupationally directed education and training
providers as they relate to accreditation and external moderation activitiesin the context of
ETQAs.
iii. To assess and evaluate the legislative and regulatory policy framework as it relates to
education and training in selected global frameworks.
iv. To develop proposed frameworks for streamlined occupationally directed education and
training accreditation and external moderation interfaces.

Stakeholders and providers within the occupationally directed education and training sectors,
including regulatory authorities such as SETAs and the QCTO, stand tobenefit from the research
study as an analysis of provider accreditation and external moderation experiences and
otherresearchthatwill be conducted amongstoccupationally directed education and training
providers and relevant parties. The outcome of such analysis will additionally be compared to
similaroccupationally directed education and training systems internationally.

The research results will contribute to the existing knowledge base within the field of
occupationally directed education and training, and identify possible interventions required in
addressing deficiencies in the provider accreditation and external moderation domains. Common
trends will correspondingly be identified that will undoubtedly assist ETQAs in auxiliary
interventions for HistoricallyDisadvantaged Individuals (HDI) emerging as occupationally directed
education and training providers.

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1.5 Research questions

The research questions address the research purpose and its objectives by scrutinising the
following:

i. What are the fundamental challenges faced by providers resulting in their inability to obtain
provisional and/or full accreditation or programme approval from ETQAs?
ii. What are the emergent trends that have resulted in learners being unable to exit at band and
unit standard level after external moderation activities have been conducted by ETQAs?
iii. What are the optimal design frameworks for occupationally directed education and
training,private provider,accreditation and external moderation activities?

To conduct research and find answers to the above questions, it was necessary to identify a
framework in which to discuss the course of action.

1.6 Research methods used

1.6.1 Theoretical framework

Aliterature review placedthe research topic in the relevant research context and demonstrated an
awareness of seminal research. The literature review included germane information gathered
about provider accreditation and external moderation frameworks. The information collected
from the review included books, journal articles, newspaper articles, historical records,
legislativeframeworks, and other seminal research contributions, was used to support the
grounded theory approach followed.

The researcher utilised the constructivist–grounded theory approach, which included, focus group,
semi-structured interviews, research questionnaire and the desktopcase study methodology as
part of the research process. There are three types of case studies identified by Stake: intrinsic,

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instrumental, and collective (Stake, 2000). The desktop case study collected, collated and
combined data related to 500 relevant events. The range of research dimensions applied in the
research allowed for rich breadth and depth to the identified research constructs and context.

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1.6.2 Research methodology

The research design was qualitative in nature. The research methodology was based on grounded
theory principles and the researcher specifically utilised the constructivist approach within
grounded theory. The survey of available literature was conducted, and was so designed, to
provide a knowledge base for strengthening the ways in which future users can access the
research results.

The research design included data collection methods including focus group discussions,
completion of a research questionnaire by selected participants, scheduling of semi-structured
interviews with industry experts and an analysis of data from 250 accreditation and250 external
moderation reports.

1.6.3 Population and sampling method

The researcher identified different populations as part of the research study. The first population
included two hundred and fifty site visit reports of visitsto providers for the purposes of
accreditationthat had been conducted in the preceding 24 months. It also included a separate two
hundred and fifty provider external moderation reports that hadcorrespondingly been completed
in the preceding 24 months.The second population consisted of a selected number of participants
representing industry experts. These participants formed part of a focus group, which was
consulted with throughout the research process.

In an attempt to obtain detailed information from education and training practitioners regarding
accreditation and external moderation activities, the researcher identified and selected, as part of
the third population, a cohort of industry practitioners. This population was requested to
complete an appropriate research questionnaire.

Following a grounded theory approach, the emergence of data from representatives of different
constituencies is important. In this regard, the researcher identified suitable, experienced
representatives from training providers, external moderators and industry experts who became

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part of the research, thereby representing the fourth population group. Semi-structured
interviews were conducted with this population.

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1.7 Quality of data

It was imperative that the quality of data integrity remaineduncompromised during the research
process. The premise of valid research resides in the fact that data is valid, authentic,and current.
Methods of data gathering were qualitative in nature and were therefore be centred in the
collection, primarily, of text as opposed to numerical data. The interpretative narrative that was
provided was based on research evolution and findings.

The quality of data was synthesised and emerged as the research process evolvedand content
formulation emerged. The knowledge gained during the research study wasengagedwith to
develop proposed alternative frameworks for accreditation and external moderation processes, of
occupationally directed education and training providers. The researcher expected to be exposed
to a number of new experiences during the research process, which extended the researcher’s
scope of understanding and contextual reality. "Human beings construct models of their
environment and new experiences [and information] are interpreted and understood in relation to
existing mental models or schemes" (Driver, 1995).

1.8 Delineations and limitations

The scope of the qualitative research was delimited to two distinct components. The first
involvedthe accreditation ofoccupationally directed education and training providers and the
second component the external moderation of assessment, internal moderation and certification
processes conducted by occupationally directed education and training providers.

It was assumed that the following limitations may be experienced during this research study:
i. The exclusion of learner experiences from a research dimension;
ii. The study, though representative and reflective, might not include an evaluation of all ETQAs;
iii. Respondents might not all have the prerequisite expertise to provide meaningful input.

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1.9 Outli ne of the thesis

The chapter archetype, as set out below, formulates the thesis construct as it is important to
ensure an objective and detailed research outcome. Chapter one provides the context and
limitations within which the research will be conducted and sets the parameters for the research
problem and methodology that will be implemented.

1.9.1 Chapter two –Literaturereview

The second chapter provided insight from available literatureexplored relating to the modern and
postmodern educational debate. A comparative analysis and brief overview of seminal
philosophies in education was explored, to provide a framing context to the debate.

1.9.2 Chapter three – The global educational context

The third chapter assesses the South African educational construct by exploring unemployment,
with specific reference to youth unemployment, and an investigation into national policy and
legislative parameters. A broad overview was provided for the global and South African
educational landscapes and policy and legislative frameworks. A comparative analysis of ETQA
processes, the CHE, QCTO (as currently proposed) and Umalusi was provided to outline the
comparative accreditation processes and
requirements.Research focused on comparative accreditation and external moderation processes
in South Africa, Singapore, UK, Canada, USA, and Germany.

1.9.3 Chapter four – Researchmethodology

The fourth chapter provided a description and insight into the selected research approach and
methodology. The problem statements and research questions were articulated and exposed. The
researcher outlined the research approach and data collection strategies. The purposeof including
specific research methodologies and processes was also be charted.

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1.9.4 Chapterfive – Research report

The fifth chapter outlined the research report and provided context and analysisof the research
data and outputs, as obtained from the focus group discussions, the research questionnaire, the
semi-structured interviews and the desktop evaluation of 250 accreditation reports and 250
external moderation reports. The chapter served as the catalyst for emerging concepts and
categories, which informed the emerging themes in chapter 6, for the formulation of alternative
accreditation andexternal moderation frameworks for occupationally directed education and
training providers.

1.9.5 Chapter six – Analysis and interpretation

The sixth chapter providedtheemerging themes that informed the recommended frameworks for
occupationally directed education and training providers’accreditation and external moderation
within the ETQA landscape. Details were provided on the proposed quality assurance mechanisms
to ensure the credibility and reliability of the proposed frameworks.

1.9.6 Chapter seven – Recommendations for practice and further research

The seventh chapter provided a summary and overview of the research study. Key discoveries that
emerged during the research phase were outlined and the implications of the findings argued. A
critical assessment of the research was enunciated and a personal reflection on the research
process provided. Additionally, recommendations for future research were proposed.

1.10 Conclusion of chapter one

The research study articulated seminal issues related to occupationally directed education and
training provideraccreditation andexternal moderation frameworks. The outcome of this research
will focus on the meaningful contribution to the educational debate in the context of modern and

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postmodern advent. Conventional and unconventional perspectives as they emerged during the
research process informed the proposed alternative accreditation and external moderation
frameworks.

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As South Africa embraces a newfound political will to address the youth education and
employment wastelands, no responsible citizen can sit idly by in the face of an inevitable
educational revolution. “The new mandate was born out of a crisis, emanating from the perceived
failure of our system to produce employable graduates, manifested through the inability of our
graduates to meet the needs of labour markets. Of even more serious concern, is the failure of our
system to absorb the 2.8 million youth between the ages of 18 and 24 who are neither at school
nor at work” (Mkhize, 2011).

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2. Chapter 2 – Literature Review

“By three methods we may learn, wisdom first, by reflection, which is noblest; second, by
imitation, which is easiest; and third by experience, which is the bitterest.”
Confucius

2.1 Introduction

The second chapter place emphasis on availableliterature relating to modernism and
postmodernism in furthering educational discourse. In addition, literature relating to educational
philosophy, learning frameworks, models and styleswill be reviewed and a comparative analysis
drawn in relation to the formation of an empirical foundational context informing theresearch
perspective.

Following this debate, Chapter 3provides an outline of some of the available literature relating to
unemployment and in particular youth unemployment in South Africa. The chapter further
expandson literature relevant to the South African educational legislative frameworkand provides
a broad overview of the South African, Canadian, German, Singaporean, USA, and UK education
landscapes with particular relevance to accreditation and external moderation frameworks. The
significance of these contemporary debates in education cannot be overstated. In this particular
case, cognition and quality assurance models for provider accreditation and external moderation
remain a central theme in global educational dialogue.

South Africa is failing to produce the required skills sets and levels of competencies that are
required to address employment creation.(National Treasury, 2011) The South African private
occupationally directed education and training fraternity is patently exploringnew social and
economic equilibriums in the context of its potential contribution and defined value
proposition.Meanwhile the global knowledge society demands adaptive learning methodologies of

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exceptional quality standards in the provision of education(UNESCO , 2005).Theoreticians have
long proposed structures for educational standards and theseare defined by extensive
epistemological and pedagogical views.
The principal resolution of the research conducted in this thesis was to design and develop
proposed alternative frameworks for the accreditation and external moderation of occupationally
directed education and training providers. Available literature revealed that accreditation
validationpractices are important in the broader global educational credibility context, as are
external moderation processes.

Institutional credibility is not primarily dependent on the accreditation status awarded based on
legislative bureaucracy, but is rather embedded in the credibility of institutional history, record of
accomplishment and reputation. Harvard and Oxford Universities have drawn the brightest among
South Africans to their hallways. Graduates from these institutions have gone on to become
prolific politicians, academics, and industry leaders. Academic and corporate standing attracts the
best academic minds to institutions and creates a sustainable business demand for endorsed
graduates. Notwithstanding this, legislative requirements cannot be eschewed, and thus the
streamlining of these processes is both desirable and necessary.

Current escalations in unemployment statistics are systemic of a global economic and educational
malfunction. An increased pool of unemployed university graduates confirms that a university
qualification is no guarantee for employment. However, confirmed research highlights that South
African youths’ prospects of employment increase significantly with a school leaving certificate
and even further when attaining an FET or HET qualification(Branson, Murray and Zuze, 2009).

2.2 The modernistand postmodernistdebate

“The only absolute truth is that there are no absolute truths.”
Feyerabend

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2.2.1 Introduction

In considering whether the potential effectsof the evolution of educational from modernism to
postmodernism, educational philosophy must consider thereframing of educational epistemology.
This literature review explores the foundational importancefor the purposeof context evolution.
Postmodernism has advanced from modernism and is considered an epistemological evolution of
modernism. Modernist knowledge had its origins in the enlightenment period whilst
postmodernists are profoundly opposed to modernist thought (Milovanovic, 1992).

The modern versus postmodern discussion highlight issues that may have specific impact on
education(Lippard, 1990).Primarily, education is more critical than ever in the evolution of human
capitalconstruction. Nations are evolving into knowledge economies that compete strategically for
market share, making cognitive capacity critical. Countries are revising their strategic educational
alignment and embracing the value of thinking individuals and productive citizens. Singapore, has
evolved their education landscape to create“Thinking schools and a learning nation” (Hodge, 2010)
and this evolution of education has catapult the country into economically sound and desirable
market.

The observation of the collective consciousnesstowards anopen, yet focused, approach to
education and one that criticallyreflects on what has worked and what has been a dismal failure,
the link between an evolved education and country economies, lends itself to the argument that a
global evolution of education is emerging.“We cannot forget that while the iron curtain has been
brought down, the poverty curtain still separates two parts of the world community” (Perez de
Cuellar, 2003).

There are four general period-based categories related to epistemological modern approaches
(Nel, 2007).

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The modern
The romantic The critical The
approach -
approach – pre theory postmodern
1900 -
1800 - pre approach – approach – post
industrial
industrial 1980 – 1990s 1990s
period

Figure 2.1: Periods related to epistemological approach

The reflected delineation between modernism and postmodernismexplains the evolution of the
elineation explains
constructs (Clarke, 2005). Modernism is summarised as establishedin grounded theory, only as it
establish in
pertains to social psychology. According to Charmaz, modernists focus on discovering and finding
. A findin
knowledge that is centred in being post
post-realists, whilst a narrative is favoured and the comparative
analysis of human elements are always pivotal(Charmaz, 2000:509-536).
s

The researcher is of the opinion that postmodern thought will become increasingly important as
ht
humanity evolves its collective and social consciousness. Fluidity and the transcendence ofself-
.
inflictedframed cognitive borders will mark the evolution and confirmation of alternative realities.
The limits of our imagination will in future define our framed boundaries. As the global social
impasse transcends from greed to philanthropy and benevolence, alternative solutions must be
presented for age-old challenges that historically appear impossible to transcend.
old

The link between modernism and postmodernism is the critical theory approach. Whereas
modernism arose out of an avant garde dispute with romanticism, it was the reviewing of
avant-garde
modernism, through interpretation, understanding, and self-reflection, which led to
reflection, t
postmodernism.

2.2.2 Modernistphilosophy
hilosophy

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Modernism served as the precursor to postmodern development (Cahoone, 2003). Time serves a
proverbial purpose, as evolutionary and exploratory developments allow for an emergence of
thought and evolutionary developments. The foundational basis of modern world edict is inter-
connected to the socio-economic developments of modernisation and the cultural movement of
modernism (Sarup, 1993).

Insufficient context exists to sanction the modification from modernism to postmodern
philosophy. According to Neperud postmodernism followed in the evaluation of modernism as a
derivative (Neperud, 1995). Modern perspectivesare celebrated from the primordial perspective
that arose in the philosophy of antediluvian Greece and has continued tenaciously through the
renaissance and reformation of medieval deliberation (Thompson, 1995).

Modernist views endured the evolution of postmodern opinions. Art and education are functional
realities where the factors of the context, for example time and content, may change whereas the
basic context would remain constant. Debates have been divergent in value alignments, for
example the level of application on purpose versus perspective (Neperud, 1995). “Postmodernism
presages a radical alteration of art, of its means of describing the world, its relationship to its
audience, and ultimately, its social function (Russel,1993:287). Modernism accentuates precarious
changes to cope with impediments in deciphering modern as well as supplementary art (Feldman,
1967).

Technology also has had a profound impact on the insurrection from modern to postmodern
evolution, in that it resulted in the mass accessibility of new and available technologies in the
latter part of the 1980s. This equipped a primary foundation for the process of socio-economic
restructuring (Castells, 1996). It is now inconceivable to imagine the removal of the internet and
laptops from the current knowledge economy and educational constructs in the postmodern
digital age. The eighteenth-century edified modernity and delineated into three separate domains:
“science, morality and art, or specific aspects of validity: truth, normative rightness, authenticity,
and beauty" (Habermas, 1990:60).

Modernist versus postmodernist thought

42 | P a g e

Indicator Modernism Postmodernism
Society and social Equilibrium, homogeneity, Chaos theory, spontaneity, diversity, anti-
structure foundationalism and closure. foundationalism, constitutive theory.

Social roles Symphony orchestra player / Jazz Player / Poet
Violinist
Subjectivity/agency Positivistic, homoeconomicus and Polyvocal, subject of desire and subject of
autonomous being. misidentification.

Discourse Dominant; master/university Ultiaccentral; fractal signifiers; regime of
discourse; primacy to signs; discourse of the hysteric/analyst;
paradigm/system; major literature. linguistic coordinate systems; discursive
formations.
Knowledge Global, discourse of the master and Constitutive processes; meta-narratives;
university, education as liberating, power/knowledge; knowledge for sale;
absolute postulates, deductive logic. education as ideology and functional;
narrative knowledge; dialogic pedagogy.
Space/time Three-dimensional, quantitative Multidimensional, imaginary, quantum
differential equations and mechanics/relativity, qualitative andno
continuities; reversibility of time. reversible time.
Causality Linear, certainty and predictability. Non-linear, chance, quantum mechanics and
catastrophe theory
Social change Darwinian, evolutionary, dialectical Standpoint epistemology, play of the
materialism, discourses of the imaginary, proliferation of complexity and
hysteric. language of possibility, discourse of the
hysteric/analyst.

Table 2.1 Modernist versus postmodernist thought

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2.2.3 Postmodernistphilosophy

From modernism evolved postmodernist enquiry documented in French contemplation during the
1960s and early 1970s(Milovanovic, 1997). Nietzsche's description of the master-slave disputation
is deliberate to postmodernists and considers a practical transformation that includes the
deconstruction and reconstruction of postmodernismas fringed fundamentals (Henry and
Milovanovic, 1991). The outer limit of postmodernism and its consequential assessment embraces
postmodern philosophy as it results in a cessation of moral and intelligent life and undeniably
leads to social disintegration. Many educational philosophers notice the destructive influence of
relativistic predilection of postmodern philosophy on educational theory and tradition (Cho, 2011).

Postmodernism aborts solidity and boundaries of a permanent nature that is concomitant with a
repugnance to authority. Postmodernism results in consequential implications to recoup
humanism in the understanding of humanity(Blake, 1998:12(2), 119-136)and deals with “feminist
opportunities to circumvent obstinacy and reductionism of single-cause analysis and to construct
knowledge from which to act on” (Lather, 1991). Postmodern philosophy is interpreted by its
essential denunciation of the epistemic pragmatisms and meta-narrative of modern philosophy. By
disagreeing with the fundamental Archimedean point for sustaining reality, independence and
wisdom, postmodern philosophy lobbies relativism in the provisional historical position of human
knowledge and cautiousness (Cho, 2011).

Postmodern philosophy also contemplates the re-established theories of human society and
dialogue. Although, states Cho, knowledge and judgementclimaxes the unsavoury reputation of
human society, and the significance of the establishments and combined resulting discourse (Cho,
2011). Postmodernism can therefore be perceived as a logical development that understands
numerous distinctive hypothetical designs(Burbules, 2003) and according to Gutek the conflicting
philosophy of modernisation canclarifypostmodernism(Gutek, 2004).

With the augmented importance of culture and social life, social media, and increasingly
education, has become more critical in present-day social construction and in the exaggeration of
a consumer society (Russell, 2011).

44 | P a g e

Linda Meyer phd thesis 2012 04-13 v 5

Linda Meyer phd thesis 2012 04-13 v 5

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