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- Title
Exploring experiences of TVET graduates' work-integrated learning in a rural ecology: the case of TVET colleges in KwaZulu-Natal.
- Authors
Ngubane, Phiwokuhle B.; Mncube, Dumisani W.; Ajani, Oluwatoyin Ayodele
- Abstract
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.
- Subjects
KWAZULU-Natal (South Africa); TECHNICAL education; VOCATIONAL education; COOPERATIVE education; OCCUPATIONAL training
- Publication
International Journal of Research in Business & Social Science, 2024, Vol 13, Issue 5, p803
- ISSN
2147-4478
- Publication type
Article
- DOI
10.20525/ijrbs.v13i5.3366