{"id":42772,"date":"2026-09-09T16:07:21","date_gmt":"2026-09-09T16:07:21","guid":{"rendered":"https:\/\/vut.ac.za\/?p=42772"},"modified":"2026-09-09T16:59:26","modified_gmt":"2026-09-09T16:59:26","slug":"why-tvet-graduates-should-not-have-to-start-over-at-university","status":"publish","type":"post","link":"https:\/\/vut.ac.za\/nso\/why-tvet-graduates-should-not-have-to-start-over-at-university\/","title":{"rendered":"Why TVET graduates should not have to start over at university"},"content":{"rendered":"<p class=\"wp-block-paragraph\"><strong>&#8220;Speaking at the VUT Teaching and Learning Conference 2026, Prof Mathews Ochieng called for stronger articulation between TVET colleges and universities to address skills shortages, improve graduate employability and create inclusive education pathways.&#8221;<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>09 September 2026 | Story by: Qhawekazi Memani | Picture:<\/strong>\u00a0<strong>VUT<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 minutes read time.<\/p>\n\n\n\n<figure style=\"width: 100%; margin: 0 0 24px; padding: 0; background: #000;\">\n    <img decoding=\"async\" src=\"https:\/\/vut.ac.za\/wp-content\/uploads\/2026\/09\/Prof-Ochieng-scaled.webp\" style=\"width: 100%; height: auto; display: block;\">\n    <figcaption style=\"width: 100%; margin: 0; padding: 8px 10px; text-align: left; color: #fff; font-size: 13px; font-weight: normal; background: #000; box-sizing: border-box;\">\nProf Ochieng urges delegates to rethink pathways from technical and vocational training into higher education.\n    <\/figcaption>\n<\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Students who complete Technical and Vocational Education and Training (TVET) qualifications should not be required to effectively start their academic journey from scratch when progressing to university, according to Vaal University of Technology (VUT) Associate Professor of Civil Engineering, Prof Mathews Ochieng.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Speaking at the VUT Teaching and Learning Conference 2026, Prof Ochieng argued that stronger articulation between TVET colleges and universities is essential to improving student success, addressing skills shortages and creating a more inclusive post-school education system.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Presenting his paper, &#8220;Bridging the Skills Gap: Revamping Construction Education for Articulation and Inclusion&#8221;, during a parallel session at the conference, he challenged delegates to rethink how South Africa&#8217;s education system supports progression from technical and vocational training into higher education.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Held at Emerald Tsogo Sun from 8 to 10 September 2026, the conference brought together academics, researchers and education practitioners under the theme of reimagining teaching and learning for the future.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">At the centre of Prof Ochieng&#8217;s presentation was a challenge to the higher education sector, captured in a question that resonated throughout the session:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8220;Why should a student coming from the TVET system have to start again from the beginning?&#8221;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">He argued that students who spend years developing technical knowledge and practical skills within the TVET sector often find that their prior learning receives limited recognition when they enter university programmes.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For Prof Ochieng, the challenge extends beyond admission requirements. It raises broader questions about whether South Africa&#8217;s post-school education system is creating meaningful opportunities for academic progression and social mobility.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">He called for stronger articulation between TVET colleges and universities, enabling students to transition more effectively through different levels of education while building on the knowledge and competencies they have already acquired.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">According to Prof Ochieng, improving articulation is essential if universities are to contribute meaningfully to addressing the country&#8217;s shortage of critical and technical skills.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">His proposed solution is an integrated approach to built environment and municipal engineering education, developed through collaboration with industry partners, municipalities, small and medium enterprises, Sector Education and Training Authorities (SETAs) and professional bodies.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rather than simply reintroducing existing programmes, he said universities should focus on designing qualifications that respond to current economic realities and future workforce demands.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8220;We did not say we just want to reintroduce this programme,&#8221; he explained.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8220;The intention is to develop something that responds to contemporary skills requirements and creates meaningful opportunities for students.&#8221;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Prof Ochieng emphasised that curriculum development should begin with understanding the needs of employers, communities and the broader economy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">He noted that while civil engineering programmes traditionally focus on infrastructure design and construction, municipal engineering requires additional competencies related to the management, maintenance and sustainability of infrastructure and the built environment.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Assuming that conventional civil engineering graduates automatically possess all the skills required in municipal environments can contribute to skills mismatches, he argued.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">To address this challenge, the proposed curriculum seeks to develop graduates with a balanced combination of technical expertise, practical experience and professional competencies aligned with the needs of both industry and society.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A key feature of the proposal is its emphasis on community engagement.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Prof Ochieng argued that universities should play a more active role in addressing real-world challenges facing communities, including deteriorating infrastructure, water-related issues, environmental concerns and urban development pressures.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8220;We want to make sure that the community becomes a living laboratory,&#8221; he said.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Under this approach, students and academics would work alongside communities to identify challenges, investigate solutions and generate knowledge that supports teaching, research and innovation.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The presentation sparked robust discussion among conference delegates.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">One contributor commended the research for moving beyond traditional academic approaches and placing greater emphasis on the relationship between education and society. The delegate questioned how universities could better structure curricula across the post-school education system and strengthen links between TVET colleges and higher education institutions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Referencing the White Paper for Post-School Education and Training, the delegate highlighted the importance of creating an educational continuum that enables students to progress from technical and vocational training into higher education without unnecessary barriers.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Another delegate challenged universities to consider whether institutional autonomy should limit their responsiveness to societal needs, particularly in regions facing significant infrastructure and environmental challenges.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Prof Ochieng welcomed the discussion, stressing that any future curriculum reforms must be informed by the realities of the communities and industries universities serve.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&#8220;We should respond to the community. We should respond to the region,&#8221; he said.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">He noted that VUT operates within a region characterised by significant industrial and agricultural activity, making community-responsive education both relevant and necessary.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Prof Ochieng also emphasised that curriculum reform must align with the statutory and professional requirements governing the construction sector. This includes engagement with professional councils, the Construction Industry Development Board (CIDB), industry stakeholders and transformation imperatives to ensure that programmes remain credible, relevant and sustainable.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ultimately, his presentation challenged delegates to move beyond simply expanding programme offerings and instead focus on whether qualifications are purposeful, inclusive and responsive to national development needs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">By placing TVET articulation, graduate employability, industry collaboration and community engagement at the centre of the discussion, Prof Ochieng made a compelling case that bridging South Africa&#8217;s skills gap requires stronger partnerships across the entire post-school education system.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">His message was clear: South Africa cannot fully address its skills shortages while barriers remain between TVET colleges and universities. Seamless pathways, meaningful recognition of prior learning and stronger collaboration between education institutions and industry are essential to developing the skilled workforce the country needs.<\/p>","protected":false},"excerpt":{"rendered":"<p>&#8220;Speaking at the VUT Teaching and Learning Conference 2026, Prof Mathews Ochieng called for stronger articulation between TVET colleges and 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