Responsiveness to mass higher education through programme articulation: Challenges and possibilities

​Achieving programme articulation across a differentiated Higher Education system, particularly within a previously fragmented system may present challenges. This is critical when articulation is aimed at reversing past discriminatory practices. In line with the 2019 EAIR’s focus on a responsible  mass Higher Education system,  the study draws  from King and Frick’s (1999, 2004) concept of ‘educational systems theory’, to  explore barriers to achieving articulation within a differentiated Higher Education system. Through in-depth semi-structured  telephonic interviews, the study identified contending national policies, institutional ideologies, lack of knowledge and capacity among key role players, invalid memoranda of agreements and governance structures as some of the key barriers to achieving articulation.