Abstract
Student dropout, also called ‘early departure’, is a significant problem in South Africa’s post-school education and training (PSET) landscape, specifically in the technical and vocational education and training (TVET) sector. The challenge of student retention and programme completion (the antithesis of dropping out) is equally significant and important to TVET institutions, the state department responsible (Department of Higher Education and Training) and the South African economy. Early departure negatively influences the success rates of educational institutions. It also influences the chances of personal employment and financial well-being of individual students, causing financial ripple effects on society and government. Students’ decisions to remain or leave college or a programme are influenced by a variety of individual and social factors, both internal and external, including people close to the students and the policies, systems and structures within which students interact. These factors also encompass the quality and friendliness of teachers, social interaction with teachers and peers, and the role played by friends in academic achievement. This article reports on a study of student perspectives on the internal and external factors that influence their retention in, and completion of, a TVET college Business Studies National Certificate (Vocational) (NC(V)) programme in the Western Cape, South Africa. An improved understanding of student experiences, intentions, and decision-making processes leading to persistence provides a foundation for improving student retention and programme completion in a TVET environment.
Highlights
technical and vocational education and training (TVET) colleges aim to promote increased opportunities for, and access to, post-school education and training for students, and to develop in graduates the required labour market knowledge and skills (South Africa, 2013:13)
The findings could encourage future research to further explore the factors we have identified and over which TVET colleges have control
In a country reforming its education system in order to permit greater equality of opportunity, the South African post-school education and training (PSET) (TVET) structure is of great economic importance
Summary
TVET colleges aim to promote increased opportunities for, and access to, post-school education and training for students, and to develop in graduates the required labour market knowledge and skills (South Africa, 2013:13). Social engagement and support are significant factors in retaining college students during their first year of study (Hodgson, May & Marks-Maran, 2008, in Allen, 2012:13) Both student retention and students’ intention to complete their study programmes have been researched (Tinto, 2006:1). Existing studies of student-related issues – such as performance, attrition, integration and retention – in South African TVET colleges have mainly applied Tinto’s theory of successfully integrating students into institutional environments Such studies include those by Maharaj (2008), Papier (2009), Ngcobo (2009), Pather (2015), Moodley and Singh (2015), and Lawrence (2016). Performance, retention and completion continued to be low and, four years later, Fryer (2014:27) reported that the NC(V) throughput rate was still 39%
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