Integration as social justice? policy symbolism and a guiding philosophy

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Validity and Reliability

In this study, the validity and reliability of the research were dealt with in a number of ways, most of which relate to the two cycles of the NQF Impact Study conducted on behalf of SAQA. The development of the research design and Impact Indicators, for example, was subject to a number of rigorous processes involving participants from within SAQA (including the project team), the governance structures of the Authority, and a range of experts and respondents from the education and training sectors. The conceptualisation of the study included the requirement that, as a longitudinal, comparative study, it was necessary for future applications of the Impact Study that the research design could be carried out by agencies other than SAQA, should that be appropriate (SAQA, 2004, p. 8). This meant that all decisions and actions had to be documented carefully, and that these had to be supported by a replicable approach to data collection, analyses and interpretation (Merriam, 1998, p. 166) for the studies to enable comparative analyses over time.
These two studies can thus claim that they have made use of an ‘audit trail’ (Creswell & Miller, 2000, p. 128) to ensure validity. In addition, extensive triangulation (Merriam, 1998, p. 168) was utilised. Further, owing to the longitudinal nature of the two studies, the extensive exposure to the research sites supported validity and reliability. Through ‘thick, rich description’ (Creswell and Miller, 2000, p. 128), the credibility of the studies is supported. Also, ‘peer debriefing’ (Creswell and Miller,
2000, p. 129) was an integral part of the studies. At least three groups interrogated the studies at the different phases of conceptualisation, development and analysis, namely the Working Group, the Advisory Group and members of the SAQA Board17. In addition, and this is important in terms of the deeper analysis of the data collected through Cycle 1 and 2 of the NQF Impact Study, the ‘investigator’s position’ (Merriam, 1998, p. 172), is clarified (see 4.1 Investigator’s position).

Emerging Themes

The emerging themes from the data confirm the fact that the new education and training system for South Africa would have a strong socio-political flavour in its conceptualisation and development. The first and most obvious theme discussed under ‘policy symbolism’ is the resistance and reaction to apartheid education and training rooted in, and influenced by the notion of a broadly based ‘People’s Education’ inspired by diverse influences such as Paulo Freire’s ‘Pedagogy of the Oppressed’ (Kraak, 1998). The second theme sees the emergence of the idea that an education and training system should be ‘socially inclusive’, that is, it should afford equal esteem and respect to learners and learning and remove unnecessary barriers to education. The SANQF as a ‘social construct’ is the third theme, encompassing the particular social purpose of the South African system, including a ‘transformation agenda’ dealing with the social uses and value of learning. In theme four, the frustrations with the lack of progress in relation to the implementation of an integrated framework become evident. As noted in the introduction, the symbolism of a new system became embodied in the guiding philosophy of an integrated framework. In the two themes that emerge under the discussion of ‘integration as guiding philosophy for the SANQF’, ‘integration as a meta-theme’ and ‘parity of esteem’ seem to be attempts to ‘make integration practical’ (SAQA Board Member, Annexure 1, p. 18). These themes indicate a move beyond policy symbolism to a guiding philosophy that has begun to permeate all thinking about South Africa’s education and training system.

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CHAPTER 1: INTRODUCTION 
1.1 Problem in its Context
1.2 Purposes and Significance of the Study
1.3 Research Questions
1.4 Characteristics of the Study
1.5 Structure of the Thesis 
CHAPTER 2: LITERATURE REVIEW 
2.1 Introduction
2.2 The Centrality of Integration and the Convergence of Purpose
2.3 Terminology Used in Relation to Integration
2.4 Typology of National Qualification Frameworks
2.5 The History of the South African National Qualification Framework
2.6 The Reviews of the South African National Qualification Framework
2.7 Conclusion
CHAPTER 3: CONCEPTUAL FRAMEWORK: USES AND MEANINGS OF INTEGRATION
3.1 Introduction
3.2 Integration as Policy Symbolism
3.3 Integration as the Guiding Philosophy for the Framework
3.4 Integration as the Scope of the Framework
3.5 Integration as the Architecture of the Framework
3.6 Integration as Policy Breadth
3.7 Integration as a Continuum of Learning
3.8 Integration as Curricular ‘Integrability’
3.9 The Uses and Meanings of Integration as a Conceptual Framework for the Study
3.10 Conclusion
CHAPTER 4: RESEARCH DESIGN AND METHODS 
4.1 The Investigator’s Position
4.2 Background to the Study
4.3 Research Questions
4.4 Research Design
4.5 Sampling and Data Collection
4.6 AdditionalData Sources
4.7 Data Analysis
4.8 Validity and Reliability
4.9 The Relationship between the Research Questions and the Findings Chapters
CHAPTER 5: INTEGRATION AS SOCIAL JUSTICE? POLICY SYMBOLISM AND A GUIDING PHILOSOPHY
5.1 Introduction
5.2 Policy Symbolism
5.3 Guiding Philosophy
5.4 Conclusion – Policy Symbolism and Guiding Philosophy
CHAPTER 6: THE INTRINSIC AND INSTITUTIONAL LOGICS OF THE SANQF
6.1 Introduction
6.2 The Intrinsic Logic of an Integrated Framework
6.3 Institutional Logic
6.4 Conclusions – The Scope, Architecture and Policy Breadth of an Integrated Framework
CHAPTER 7: THE COMPLEMENTARITY OF EDUCATION AND TRAINING
7.1 Introduction
7.2 A Continuum of Learning
7.3 Curricular Integrability
7.4 Conclusions – The Complementarity of Education and Training
CHAPTER 8: THE FUTURE OF INTEGRATION: THEORY, POLICY AND RESEARCH
8.1 Introduction
8.2 Summary of the Research Questions and Results
8.3 Methodological Reflections
8.4 Key Findings
8.5 An Integrated Framework: An Unattainable Ideal?
8.6 The Conceptual Framework for the Study
8.7 Further Research
8.8 Reflections
REFERENCES 

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