Cavin McPherson2026-10-132026-10-132026https://hdl.handle.net/10566/25584This doctoral thesis offers a critical analysis of how articulation agreements between South African Technical and Vocational Education and Training (TVET) colleges and Universities of Technology (UoTs) are enacted and experienced, with a specific focus on engineering pathways. Despite the presence of national frameworks such as the National Qualifications Framework (NQF) and the Articulation Policy (DHET, 2017a), persistent disconnects remain between policy intentions and the actual lived experience of students transitioning from TVET to higher education. Existing research frequently documents misalignments between policy and institutional practice but rarely investigates the underlying systemic, cultural, and relational dynamics or foregrounds student voices in shaping these transitions. This study addresses this critical gap by asking: How have articulation agreements between TVET colleges and universities been enacted, and what have been the outcomes of such agreements for students and institutions? The research is anchored in an interpretivist, qualitative case study methodology, combining semi-structured interviews with staff and focus group discussions with engineering students across three UoTs. The analytical framework integrates Ecological Systems Theory with Relational Agency Theory, providing a nuanced lens to examine how multiple levels, such as policy, institution, staff, and individual, interact in the articulation process. Findings uncover a complex reality: while formal pathways exist on paper, effective articulation is often undermined by fragmented curricula, inconsistent institutional collaboration, and limited recognition of TVET qualifications by university staff. Notably, the success of many articulation arrangements rests precariously on the efforts of “articulation champions”, who are dedicated individuals whose advocacy is vital, but whose absence exposes systemic vulnerability. Student narratives reveal multiple challenges across the academic, administrative, and psychosocial realms, with many navigating intricate admission and credit-transfer processes in the absence of coherent support systems. The thesis concludes that achieving equitable educational transitions demands more than compliance with policy: it requires systemic alignment, robust inter-institutional partnerships, ongoing staff development, and the institutionalisation of holistic student support. This research reframes articulation not merely as a policy or pipeline issue, but as an ecological and relational process that is dynamic, context-dependent, and deeply human. Actionable recommendations are provided for policymakers, institutional leaders, practitioners, and future researchers, including the need for ii https://uwcscholar.uwc.ac.za/homeembedded articulation support structures, targeted professional development, and longitudinal research tracking student outcomes. In doing so, the study not only fills a critical gap in the South African literature but also sets an international research and practice agenda that prioritises lived experience and multi-level agency as central to educational policy transformation.enArticulationTvetVocational EducationEngineeringLearning PathwaysThesis