Technical And Vocational Education And Training Colleges Research Articles

Positive Influences of Integrating Information Communication Technology in Teaching English at a Technical and Vocational Training College

The paper investigated the positive influence of integrating Information Communication Technology (ICT) in teaching English to National Certificate NC (V) students at a Technical and Vocational Education and Training (TVET) college. A qualitative research approach was used in this research to explore and determine ways in which ICT can be used in teaching English. The research’s participants were fifteen NC (V) lecturers offering English. Semi-structured interviews and focus group interviews were conducted with Heads of Departments (HODs), Senior Education Specialists (SES), Education Specialists (ES), and NC(V) English lecturers. This paper found that there are barriers when it comes to integrating ICT in teaching English, and these were teacher-level barriers, student-level barriers, and school-level barriers. It is hoped that this research will contribute towards strategic ways that will ensure that ICT is integrated in teaching English at Nkangala TVET College, as this will improve students’ class attendance and enhance teaching and learning.

Expanding student access to higher education: Examining the strategic processes for enhancing access to higher education from TVET colleges to universities of technology

In this article, the vexed issue of expanding access to higher education in South Africa is explored by investigating the pathways between technical and vocational education and training (TVET) colleges and universities of technology (UoTs). Central to this examination is the Unfurling Post-School Education and Training (UPSET) project, which seeks to formalise these pathways and establish a more inclusive and adaptable higher education system. Drawing on Hall’s (1996) theory of articulation and the concept of relational autonomy, the article highlights the transformative potential of strategic collaborations between TVET colleges and UoTs. Using a qualitative case study conducted at a university of technology in the Western Cape province, South Africa, the article describes the complexities of developing jointly offered higher certificates (HCs) in the post-school sector. It emphasises the strategic role of the UPSET project in revitalising existing practices and cultivating deliberate processes and practices to expand access to vocational education. The article contends that UoTs are ideally positioned to facilitate jointly offered HCs based on their integration of theoretical and practical knowledge and their robust industry affiliations. Furthermore, the article highlights various epistemological approaches to developing HCs in UoTs. It argues for a more integrated higher education system that values both vocational and academic pathways and contributes to social justice and economic empowerment in South Africa.

Institutional implementation of Industry 4.0 competencies in TVET programmes in the Indo-Pacific: Critical success factors

This article responds to the question: What are the critical success factors that support the implementation of Industry 4.0 competencies in TVET (technical and vocational education and training) programme offerings? The scope of our study was programme offerings targeting STEM (science, technology, engineering and mathematics) fields at the tertiary level across 15 countries in the Indo-Pacific region. The study evaluated the ‘actions already taken’ to implement Industry 4.0 competencies, and a survey questionnaire was used to collect data. The findings identified staff capacity development, a supportive culture, the availability of resources, and public awareness as critical success factors. In addition, TVET institution type and the annual growth rate of real GDP (gross domestic product) per employed person were found to boost the relationship between these factors. This means that TVET colleges are in a weaker position in implementing Industry 4.0 compared with the other two types of institutions in the study.

Enhancing vocabulary acquisition through Memrise in an English second-language class: Action research at a TVET college

As the basis of a language, vocabulary is important because it promotes dialogue and the expression of individual ideas and opinions, has an impact on reading comprehension, and improves academic achievement. The purpose of this action research was to use the Memrise application to improve the vocabulary of English Level 2 second-language students (ESL) in the TVET (technical and vocational education and training) sector. The study of a first-year cohort of ESL students at Level 2 was selected through purposive sampling and the data were collected using pre- and post-testing, questionnaires and reflective journal entries documenting the teacher’s self-reflection and observations on Memrise usage. Memrise was used in Author One’s classroom during a six-week period. Using Guskey’s (2002) model of teacher change, the research revealed improved, varying degrees of academic achievement among students following the implementation of the application. In addition, the study highlighted these students’ preference for technology-enhanced learning experiences, such as the Memrise application, over traditional text-based approaches. This research not only challenged the teacher– researcher to embrace technology in order to engage in enhanced teaching practices, but also provided the student cohort with an engaging pathway towards vocabulary acquisition, a process that fostered mutual development.

Do universities have the articulation of college programmes in mind when reviewing their academic curricula?

In order to articulate academic programmes from college to university effectively, the curricula of the two institutional structures must be aligned. Studies show that this is not always the case, despite the existence of national and sectoral policies that are intended to promote alignment. In grappling with this reality, this study explored the level of interface of academic programmes between TVET (technical and vocational education and training) colleges and a comprehensive university in South Africa. It also investigated whether, and the extent to which, university policies and actors considered college programmes during their curriculum-review processes. Document analysis and semi-structured interviews were used to gather qualitative data. It was found that, instead of considering college curricula, curriculum review was driven by professional bodies, market demands and relevance. Moreover, institutional actors did not have the required agency to engage with the current misalignment of college–university academic programmes or curricula. The implication is that, while necessary, university policies for promoting academic curricula for articulation and programme interface are not adequate for resolving the problem of the misalignment between college and university curricula. To facilitate the interests of agents in articulation, the articulation officers at institutions of higher learning must ensure that articulation policies are in place in departments and that curriculum designers and related stakeholders are imbued with articulation principles during the review and realignment of curricula.

Digital Literacies of Report 191 Programme Pre-entry Level Students at a Technical and Vocational Education and Training College in South Africa

Grounded on connectivism learning theory, the current study concedes that beyond the phases of the digital divide, research has shown that there is still a digital literacy gap among Report 191 programme pre-entry level technical and vocational education and training (TVET) college students that require attention. While TVET college students are expected to possess digital skills, research has indicated that on reaching TVET Colleges, many students do not possess the requisite digital literacies. Using a survey design, this quantitative study explored digital literacies amongst Report 191 programme pre-entry level students at a TVET college in South Africa. Data were analysed using the Statistical Package for the Social Sciences (SPSS, version 22). With a Cronbach Alpha value of 7.6, the instrument was considered valid and reliable. The findings suggested the prevalence of an uneven/diverse digital literacy prowess among Report 191 programme pre-entry level students. Researchers recommended a focused and differentiated programme of digital literacy support for Report 191 programme pre-entry level students at TVET colleges. This study will help all TVET lecturers and policymakers start to acknowledge how ubiquitous digital literacy skills are becoming in educational settings, not just technological ones. Keywords: Digital Literacy, Internet Access, Pre-Entry Level Students, Report 191 Programme, Technological Devices, TVET

Exploring experiences of TVET graduates’ work-integrated learning in a rural ecology: the case of TVET colleges in KwaZulu-Natal

This study investigates the experiences of Technical and Vocational Education and Training (TVET) graduates in rural ecology with work-based education (WBE), commonly known as work-integrated learning (WIL). The study was conducted at two campuses of Umfolozi TVET colleges in northern KwaZulu-Natal, focusing on post-graduation experiences. The National Certificate Vocational (NCV) qualification, introduced in January 2007, was the focal point, offered at Levels 2, 3, and 4 of the National Qualifications Framework, equivalent to Grades 10, 11, and 12. NCV graduates were selected as participants to explore their encounters with work-integrated learning during employment. Employing a qualitative case study design, the study utilized purposive sampling to identify six participants. Findings revealed systemic challenges faced by NCV graduates, particularly concerning the alignment of the curriculum with the needs of TVET students from rural areas. Additionally, it was noted that college management appeared unaware of the severity of the challenges encountered by students in securing in-service training opportunities. These findings underscore the need for educational institutions and policymakers to address curriculum alignment issues and enhance support mechanisms for TVET students, particularly those from rural backgrounds, to ensure the effectiveness of work-integrated learning initiatives.

Multilingual Students’ Solution Strategies in Solving Linear Programming Problems: A Case of National Curriculum Vocational Level 3 Mathematics Students

This paper presents an exploratory case study that investigates multilingual students' solution strategies for linear programming problems at a technical vocational education and training (TVET) college in Gauteng. South Africa, like many developing nations, uses English as the language of instruction in technical vocational education and training in TVET colleges, despite the fact that many students lack the essential fluency to interact effectively with the curriculum. Where TVET lecturers and students speak the same home language, there is a disconnect between language policy and codeswitching, which is a frequent approach for achieving pedagogical goals. However, lecturers' training in multilingual realms in the classroom has frequently been framed in terms of linguistic issues, with a limited understanding of code-switching. The ability to combine two languages in the classroom in a systematic manner to promote learning has not been widely appreciated. Furthermore, codeswitching discourses are frequently veiled, with lecturers bringing the vernacular into the classroom. The authors of this study advocate for the discontinuity framework, which claims that in order to learn mathematics, pupils must first acquire the essential language. A purposive sample of 18 National Certificate (Vocational) Level 3 bilingual students was given the linear programming challenge. Data were gathered through a test and semi-structured interviews. The inductive content analysis, which was used for collection and analysis, revealed that students were unable to complete the linear programming task successfully because to a lack of relevant linear programming vocabulary (register) caused by language barriers. We thus recommend that lecturers use the mathematics register in their discussions with students about mathematics to demonstrate the complex and precise ways of expressing mathematical ideas; for example, lectures may re-voice their students' language representations so that these expressions more closely approximate the precision of the mathematics register.

The exploration of academic staff’s perceptions of the concept of curriculum decolonization in the selected Eastern Cape TVET college

This study aimed to explore the perceptions of academic staff on the concept of curriculum decolonization in a selected technical and vocational education and training (TVET) college in Eastern Cape Province. South Africa has been confronted with calls for curriculum decolonization and at some point, students all over the country decided to embark on a nationwide protest asking for the decolonization of the curriculum in the institutions of higher learning between 2015 and 2016 through the #feesmustfall movement. The study focused on one Eastern Cape TVET college as an institution of higher learning as a case study. A qualitative approach was adopted, and an interpretive paradigm was employed. There are about eight TVET colleges in Eastern Cape Province offering different courses. The researcher purposively selected two lecturers from each of the five campuses, one assistant director academic and one deputy principal academic to get to a sample size of 12. Critical theory guided this investigation. Data was analysed thematically. The study revealed that some academics do not know what decolonization all is about. There is no formal involvement of lecturers, when it comes to the process of curriculum decolonization at the said TVET college, however, there are engagements on general perspectives about transformation in TVET college sector. The study recommends that TVET colleges should develop a policy on curriculum decolonization. TVET colleges should form a committee that will look at matters of curriculum transformation, which should be inclusive of lecturers, students, managers, and relevant external expects of curriculum transformation.

Lecturers’ Professional Occupational Competences Development at Selected Public TVET Colleges in Gauteng Province, South Africa

This study investigated the professional occupational competences of Technical and Vocational Education and Training (TVET) lecturers in Gauteng Province, South Africa. Specifically, the study examined the management and support intervention systems for lecturer development in five colleges. A multi-case study design was adopted for this qualitative research study. Purposive sampling technique was used to select fifteen participants. Semi-structured interviews were utilized to gather data, whilst thematic analysis was applied for data analysis. The findings reveal that colleges have inadequate professional occupational competence interventions in place, and that they lack the necessary management and administrative skills to facilitate effective professional occupational competence development for their lecturers. The study recommends that TVET college managers be trained appropriately to champion and model organizational learning in their institutions.

Prevalence of, and perceptions regarding water pipe smoking amongst college students in Johannesburg, South Africa

Background: Water pipe tobacco smoking has similar health risks as other forms of tobacco use, such as increased risk of cardiovascular disease and lung cancer, decreased pulmonary function, as well as various other oral diseases. Because there are perceptions among young people that its health effects are less harmful, its use in this group is reportedly high, though its prevalence is not known. This study purposed to determine the prevalence and perceptions of water pipe smoking amongst Technical and Vocational Education and Training (TVET) college students in Johannesburg, South Africa.Methods: A cross-sectional quantitative survey was conducted among the students. Using the STATA statistical software, bivariate analysis was used to calculate the prevalence of water pipe smoking, and the chi square test was used to explore associations between socio-demographic variables and water pipe smoking. The quantitative questions on perceptions were analysed using summary statistics.Results: A total of 479 TVET students, 57.8% females and 42.2% males, with a mean age of 22 participated in the study. The prevalence of water pipe smoking was 61.6%, with more males compared to female students (70.8% vs 54.9%) using the pipe. More than half (62.2%) have a false perception regarding the health risks of water pipe smoking.Conclusion: There is a high prevalence of water pipe smoking and false perceptions about the health risks of water pipe smoking amongst TVET college students. Thus, the current Tobacco policy should be amended to include the regulation of water pipe smoking as well as increased health education about the dangers of smoking water pipe.

Assessing Students` Experiences of Psychosocial Support for Sustainable Learning at a South African TVET College

A positive psychosocial environment is necessary to create a conducive environment for effective teaching and learning. Thus, this study assessed students` experiences of psychosocial support for sustainable learning at a South African TVET (Technical and Vocational Education and Training) College. This study followed a qualitative phenomenological research technique, which provides participants with a voice to share their psychosocial experiences. Data was collected from twenty individuals through face-to-face interviews and a focus group discussion. Thematic analysis was used to analyse data. The results of the study revealed that majority of students at this college experience low self-esteem, stressful situations, lack of peer tutoring, peer counselling, counselling skills from a Student Development Practitioner (SDP), and inadequate provision of social and emotional needs. This was attributed to a lack of psychosocial support to students from lecturers and SDPs, who ought to work collaboratively to provide such support to students at South African TVET colleges. It became evident from this study that lecturers and college personnel need to assist students in improving their self-esteem by doing the following: reducing students` stressful situations, promoting peer tutoring, providing peer counselling, providing counselling skills and catering for students` social and emotional needs at a college in order to promote sustainable learning. This study will empower lecturers and SDPs with psychosocial support skills to be able to respond to the psychosocial challenges of student development. Keywords: Academic support, emotional support, psychosocial support, sustainable learning, TVET college.

The Impact of Psychosocial Support Services On Students’ Development at a South African TVET College

South African Technical and Vocational Education and Training (TVET) lecturers and student development practitioners are not sufficiently equipped to address psycho-social challenges encountered by students, and that negatively affects learning and teaching. The main aim of the study was to examine the impact of psycho-social support services on students’ development at a South African TVET college. The study used a qualitative phenomenological research technique. The participants of the study comprised a total number of 9 participants. The participants included 2 lecturers (one from NCV and the other from Report 191 programmes), 3 students from National Certificate Vocational (NCV) programme (L2-L4), 3 students from Report 191 programme (N4-N6), and 1 Student Development Practitioner of a South African TVET college who were selected through a simple random technique. Face-to-face interviews were used for data collection. Thematic analysis was adopted as a tool to analyse the data and findings revealed inadequate provision of counselling and the unavailability of peer tutoring as psycho-social support services that had a negative bearing on their development. The participants' low socio-economic level and the restricted availability of specialised psycho-social assistance for student development from a South African TVET institution were additional factors that negatively impacted their relatedness, competence, and autonomy. Future research is needed to examine the impact of psycho-social support services on students’ development at South African TVET colleges by using a larger sample of participants. The paper's findings indicate that the provision of counselling to students, understanding the impact of socio-economic status, and the availability of peer tutoring could develop students psychosocially at the South African TVET college in question. Furthermore, empowering lecturers and SDPs with psychosocial support skills helps them respond to the psychosocial challenges to student development.

Comparing PrEP initiation rates by service delivery models among high risk adolescent boys and young men in KwaZulu-Natal, South Africa: findings from a population-based prospective study

IntroductionPre-exposure prophylaxis (PrEP) is an HIV prevention strategy that can reduce the risk of HIV acquisition by more than 90% if taken consistently. Although South Africa has been implementing PrEP since 2016, initially for selected population groups before expanding access to more people, there is a dearth of research focused on PrEP among adolescent boys and young men (ABYM), despite them experiencing high rates of HIV infection. To address this gap, we compared PrEP initiation rates by service delivery points (SDPs) among ABYM in KwaZulu-Natal, South Africa.MethodsWe conducted a population-based prospective study in 22 SDPs from July 2021 to July 2022 in KwaZulu-Natal, South Africa. Sexually active ABYM aged 15–35 years who tested HIV negative were recruited at purposively selected PrEP SDPs (i.e., healthcare facilities, secondary schools and Technical Vocational Education and Training (TVET) colleges, and community-based youth zones). We collected baseline quantitative data from each participant using self-administered electronic questionnaires built into REDCap, including demographic information such as age, sex, employment status and level of education, as well as PrEP initiation outcomes. We extracted data from REDCap and exported it to Stata version 17.0 for analysis, and then eliminated discrepancies and removed duplicates. We described baseline characteristics using summary and descriptive statistics (median, interquartile range [IQR] and proportions) and reported PrEP initiation proportions overall and by SDPs.ResultsThe study included 1104 ABYM, with a median age of 24 years (interquartile range (IQR): 21–28)). Almost all participants were black African (n = 1090, 99%), with more than half aged 15–24 years (n = 603, 55%) and 45% (n = 501) aged 25–35 years. The majority (n = 963; 87%) had attained a secondary level of education. Overall PREP initiation rate among adolescent boys and young men was low: among 1078 participants who were eligible for PrEP, 13% (n = 141) were started on PrEP. Among the participants who were initiated on PrEP, over three quarters (78%, n = 58) were initiated from high schools, compared with community-based youth zones (40%, n = 37), TVET colleges (26%, n = 16) and healthcare facilities (4%, n = 30).ConclusionsThis study provided evidence suggesting that expanding PrEP services to non-traditional settings, such as high schools, TVET colleges, and community-based organizations, may have a potential to increase PrEP access among ABYM in South Africa.

Developing a change management measurement instrument for effective use of examination administration system

The quantitative change management measurement for effective use, which consists of operationalized change drivers, dimensions and sub-dimensions for effective use of Examination Administration System (EAS) in the South African context, has been scarcely discussed in the literature. This paper intends to develop and validate a change management measurement instrument (CHAMI) to measure the effective use of EAS in South Africa’s (SA) Technical and Vocational Education and Training (TVET) colleges. The CHAMI was developed drawing on the survey measurement instruments literature for change management and effective use and assessed quantitatively using data collected from 215 EAS users across all 318 TVET colleges from nine provinces of SA. The empirical results found the existence of construct validity of the CHAMI with 11 dimensions (i.e. user involvement and change recognition, user satisfaction, performance measurement, technology use, EAS adaptive use, EAS verification, user learning, transparent interaction, representational fidelity, informed action, and effective use) and 63 questions. Another contribution this study stems from the way the research constructs in a measurement model are operationalized as they incorporate measurement class (i.e. reflective or formative). This paper presents a CHAMI for effective use of EAS. In the future, management, researchers and practitioners can use the CHAMI to measure effective use, espouse or adapt instrument as an additional use measurement dimension on United Nations digital transformation programmes index or test it in different settings to advance its generalizability.

Explorative Study of Developing a Mathematical Model for Evaluating HOTS in the Mathematics Curriculum Operating in the KZN TVET Colleges

This study developed a mathematical evaluation model, attempting to evaluate the capability of the curriculum (N1 to N2 mathematics) to equip students with higher-order thinking skills (HOTS) in the Technical and Vocational Education and Training (TVET) Colleges. The data set was collected at eMnambithi TVET College during March 2022 and October 2022. The two most crucial elements contributing to students attaining HOTS during teaching and learning are the lecturer’s content delivery ability and the curriculum. In that regard, this study began by partially evaluating the lecturer’s content delivery ability using students’ perspectives through a questionnaire. It was found that N1 and N2 mathematics lecturers’ content delivery abilities from the perspective of the students might be adequate. That left the curriculum as the only major contributing factor in a case where students were found to have poor HOTS at eMnambithi TVET College. Then, the SVHIR model (susceptible S(t), vaccinated V(t), healthy H(t), infected I(t), and recovered R(t)) was successfully developed to attempt the evaluation of students’ HOTS. The model indicated poor HOTS in students at eMnambithi TVET College. That ultimately meant that the curriculum might be incapable of equipping students with HOTS, since the lecturers’ content delivery abilities were deemed to be adequate by the participants of this study.

Identifying the Gaps in the Management of Work Integrated Learning Among TVET College National Certificate (Vocational) Students

Work Integrated Learning (WIL) is a crucial activity for students enrolled in Technical and Vocational Education and Training (TVET) programs in South Africa and globally. Effective management of this activity is essential to ensure that students are well-prepared for their placement in the workplace. Unfortunately, the current situation in South African TVET colleges often falls short, with students frequently finding themselves in workplaces where they lack the necessary readiness. To address this issue, a mixed-method approach was employed to select 50 Level 4 students from the National Certificate Vocational program and four Work Integrated Learning (WIL) coordinators. The objective was to identify the challenges faced by students during their WIL experience. Data was collected through questionnaires administered to the students and face-to-face interviews conducted with the WIL coordinators. The findings of the study revealed that 68% of the students were not adequately informed about workplace dynamics, which posed a significant challenge. Additionally, 82% of the respondents stated that they were never briefed on the employer's expectations upon their arrival at the workplace. While students found the activities in the workplace interesting, they observed a noticeable gap between what they learned in college and the realities of the industry. These challenges clearly indicate a lack of proper WIL management in the TVET colleges. To address these issues, it is recommended that the college curriculum planner collaborates closely with industries to align the curriculum with industry expectations and requirements. This synergy will enhance students' WIL experience and better prepare them for the workplace.

Exploring online teaching and learning challenges for the technical and vocational education and training lecturer

This paper explored the challenges lecturers face in teaching through online platforms. Online learning has become increasingly prevalent in Technical and Vocational Education and Training (TVET) institutions, offering opportunities and challenges for TVET lecturers. The transition from traditional face-to-face teaching to online environments requires lecturers to adapt to the new teaching methods, design engaging content, and navigate digital platforms. The qualitative research gathered data from 35 lecturers out of 60 conveniently and purposefully selected from five engineering campuses at a South African TVET college. Participants were accessible to the researcher and possessed online teaching experiences. Participant observation was used as a data-gathering tool. The study attempts to answer the question: What challenges are lecturers facing during online teaching and learning? The Technological Pedagogical Content Knowledge Framework for Teacher Knowledge by Koehler and Mishra guided the study. Data were analysed thematically from the identified patterns and themes. The findings revealed technical difficulties like connectivity and software glitches, which disrupted the teaching and learning process. Lecturers grappled with receiving practical online support. The limited interaction and collaboration among students in virtual settings posed additional challenges in maintaining engagement and addressing individual learning needs. Furthermore, access and equity issues hindered students' ability to participate fully due to inadequate technology, internet access, and power outages. To overcome these challenges, the study recommended lecturers continuous professional development in online learning methods and technologies. Addressing the challenges contributes to the successful implementation of online learning in the TVET sector by ensuring quality education and enhancing students' skills and competencies.

Assessing the Symbiotic Relationship between National Development Plan 2030 and the Technical Vocational Education and Training Colleges National Certificate Vocational (NCV) programme

Despite the successes that are liberating South Africans and changing educational policies, many citizens are still trapped in poverty and chronic unemployment, and the country remains a highly unequal society. Thus, the purpose of this study was to explore the nature of the symbiotic relationship between the Technical; Vocational Education and Training (TVET) Colleges National Certificate; Vocational (NCV) programme; and NDP 2030 objectives. The qualitative research approach was adopted with a Case study design. Purposive sampling was used to select eight TVET college lecturers. The interpretive paradigm was used to describe the nature of the relationship the college has with other stakeholders. Data was collected through individual semi-structured interviews and analysed through a thematic approach. The findings revealed a lack of communication, poor relationships with relevant stakeholders, and infrastructural and resources as attributes that impede practices within TVET colleges. The other major challenge that emerged from this study is the lack of a responsive policy system which compromises practices within TVET colleges. Based on empirical evidence, it was recommended that the college requires a fully responsive TVET policy and synergistic efforts, pulling all resources together in achieving these objectives. The ultimate outcome contributes key knowledge that advances proper communication and a healthy relationship with different stakeholders that should be established and maintained for the success of TVET colleges. Keywords: Symbiotic Relationship, Development, National Development Plan (NDP)

Learning and institutional support for youth in higher education institutions during the COVID-19 pandemic in South Africa

IntroductionAs higher education institutions (HEIs) moved from in-person to online learning during the COVID-19 pandemic, various challenges were presented. Using a large online survey conducted during the pandemic, this paper investigates the impact of COVID-19 on learning and institutional support offered to students in HEIs in South Africa.MethodsThe study utilized a closed-ended questionnaire on a data-free online platform. The study sample included South African youth aged 18–35 years who were enrolled for some type of educational training or in higher education institutions (including private colleges). Data was benchmarked to the 2019 estimates of the youth population in educational institutions. Descriptive statistics are presented.ResultsAmong the 7011 student participants, the main challenges experienced during lockdown were loss of study time (57.9%), insufficient money for essential personal items for studying (55.8%), loss of social contact (42.2%) and insufficient money for food (40.1%). Overall, 47.0% of students reported having free access to the internet, 49.5% used personal internet or paid for internet access and 3.5% indicated having no access to internet. The majority rated their institution’s eLearning portal as good or excellent, and 23.4% thought their eLearning portal was of poor quality. Significantly fewer (38.1%) technical and vocational education and training (TVET) college students indicated that their institution provided the capacity to conduct virtual learning compared to those enrolled at other types of institutions. Almost two thirds of students (66.2%) from TVET colleges experienced difficulty in communicating with their institutions. Half of the students (49.9%) reported that they had a suitable place to study during lockdown, while 78.6% had regular access to electricity during lockdown. Significantly more TVET and University of Technology students received transport to return home and fee refunds.ConclusionWhile it was encouraging that most HEIs had capacity for online learning and made provision of internet access for students, it was concerning that students who are enrolled at TVET colleges faced more learning challenges during the lockdown. This highlights the inequality in learning support at different types of institutions, and that effective support from HEIs to students during the COVID-19 pandemic was not fully implemented.