Abstract
Different countries throughout the world are trying to create synergies between their education and training systems and the labour markets. In South Africa, Technical and Vocation Education and Training (TVET) colleges have been tasked to develop students’ mid-level skills, which are necessary for economic development. Even though TVET colleges were established for this purpose, they are still contending with challenges related to qualifications frameworks, employer relationships, policy coherence, and poor certification rates. The average national certification rates have, since 2009, stood below 50% for final-year students in the core TVET course offering (that is the National Certificate: Vocational (NCV)).
The low certification rates in the TVET sector begs the key question, What are the causes or factors that influence student academic success? Thus, the aim of this study was to explore and provide insights in respect of the factors that influence student academic success in TVET colleges, using a longitudinal model for student departure and completion in higher education. The study aligned with the social justice theory and used a three-dimensional model (distributive, recognition, and representation), which surfaces the underlying socioeconomic, cultural, and political injustices in TVET education.
To explore these factors to get some insights, a sequential explanatory mixed-methods research design was used to collect the data for this study. Quantitative data were collected first, using a 53-item questionnaire administered to 124 final-year students in two TVET colleges in the Gauteng province that were selected purposefully. The qualitative data for this study were collected through focus group discussions with the students and their lecturers, while individual interviews were held with industry participants. Descriptive and inferential data analysis techniques were employed during the quantitative phase, while content and Critical Discourse Analysis (CDA) techniques were employed during the qualitative phase. The general findings of the study are presented in three parts aligned to the longitudinal model for student departure and completion.
Part One presents the pre-entry attributes and highlights the role of race, gender, age, nationality, and socioeconomic status in student academic performance. Inferential results confirmed that unemployment status, type of household, as well as holder of
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highest education qualification, and the impact of socioeconomic challenges significantly contribute to academic performance. The socioeconomic challenges that students in TVET institutions contend with have a negative bearing on their emotional, social, and academic performance. Applying a social justice lens makes it evident that these challenges put students from poor socioeconomic backgrounds at a disadvantage, even before they start college and reproduce the existing societal and class divisions.
Part Two of the findings relate to student motivation and choices. In this regard, the findings revealed that students are motivated to enrol in a TVET college because of its course offering, which allows them to specialise in the field of their choice to secure employment. Inferential results have confirmed that students’ reasons for enrolling at a TVET college significantly contributes to their academic performance. Despite this, it was clear from the findings that TVET colleges were never the first choice for students as parents, teachers, and communities do not encourage enrolment in TVET colleges. This reinforces stereotypes about students in TVET institutions and serve to exclude them from potential employment.
Part Three of the findings relates to academic and social integration, which encapsulates study behaviour, classroom practice, student support services (SSS), and financial aid. Inferential analysis confirmed that only study behaviour and financial aid significantly contribute to academic performance – however, this does not imply that classroom practice and SSS do not precipitate student academic success. The findings revealed that lecturers implement good classroom practice (feedback to students, curriculum completion), and that SSS such as tutorials and revision from past examination helped students in the academics. This study concluded that internal (motivation and study behaviour) and external (pre-entry attributes and financial aid) factors significantly affect student academic success.
KEY WORDS
Longitudinal model for student departure and completion
Social justice theory
Mixed-methods research
Student academic success
Technical and Vocational Education and Training (TVET)