Professional qualifications for the insurance industry: Dilemmas for articulation and progression
In South Africa, the lack of articulation between vocational college programmes and those ofuniversities has long been a source of frustration for college learners seeking vertical progressionpathways. The introduction of a National Qualifications Framework in 1995 appeared to offer hopeof bridging the divide between occupational, practically focused qualifications and traditionalacademic qualifications, but, some 20 years later, the stumbling blocks are still evident in spite ofconcerted national policy efforts. This article reflects on a project conducted over a five-yearperiod that intended to ‘create a progression pathway for TVET candidates into university’ in theinsurance industry and the lessons learned in that process. What at first glance might haveappeared to be simply a hostile environment for articulation and institutional intransigence, onfurther reflection revealed deep-seated curriculum issues associated with qualifications that wereunderstood to differ fundamentally in function and therefore in form. The article draws, inter alia,on Bernstein’s (1999) theorisation of practical and disciplinary learning to show how a curriculumhas an impact on pedagogies, assessment and quality assurance structures. After examining whycollege candidates who had succeeded in the first-level occupational qualification with its largeworkplace component struggled to complete subsequent university levels, the article concludesthat divergent curricula and pedagogies will need serious attention if aspirations for more seamlessarticulation and easier progression are to become reality.