Abstract
Abstract : Skills development has become a common concept in this modern time because of its positive and attributing role in individual and national development. Acquiring skills that is embodied in the concept of Technical Vocational Education and Training (TVET) (Cavanagh, Shaw Wang, 2013, p. 316) is viewed as relevant and necessary. According to Hartl (2009), TVET empowers people with the initial skills required in the labour market, and have the ability to up the skill, in order to remain relevant. Union (2007) agrees that people of different competencies can benefit from a TVET programme, especially the vulnerable in society. For the vulnerable and at-risk youth, skill development in the form of TVET is a necessity and an indispensable link between education and the world of work. Thus, the purpose of this study was to explore the technical and vocational skills needs for at-risk and vulnerable senior phase learners at a Johannesburg school. To achieve this aim, an advocacy/ participatory paradigm was adopted. Furthermore, a qualitative design was utilised. Christensen, Johnson and Tuner (2011) stated that in conducting qualitative research, attention is more on subjective data from the participants, and entails investigating participants in a particular situation. With this approach, the participants were able to provide in-depth and detailed information about their skills need, which contributed to the general research aim. The theoretical framework used for this research was Social cognitive career theory, Hope theory and Work theory. Seven participants participated in this research. After the informed consents were signed and returned, data was collected via career collage, group discussion and individual interviews. The data collected was analysed through thematic content analysis. Five themes emerged from the interpretation of the data: The relevance of vocational skills in the school curriculum, lack of an enabling environment that meet learners’ educational needs, family circumstances leading to uncertain educational future, and the phenomenon of hope amongst learners. From the findings, recommendation for the study and future research was made.
M.Ed. (Educational Psychology)