The importance of teacher development in the completion of business programmes in South African vocational education

Abstract

A key contribution towards economic growth in South Africa was the approval of the three-year National Certificate (Vocational) (NC(V)) programme at Technical and Vocational Education and Training colleges (TVET) in 2006 (South Africa 2006:4). Since its inception, the NC(V) programme has experienced low levels of student retention and programme completion. Interdependent factors both preceding and concurrent to post-school education significantly influence retention and programme completion. This article analysed importance of the teacher as factor that influences lNC(V) programme completion during 2017. Research was conducted on two NC(V) business studies programmes at a TVET college in Cape Town, South Africa, with a population of N=63. A cross-sectional mixed method approach was employed, benefiting from quantitative and qualitative methodologies. Numeric data was collected from n=62 using a rating scale which converged in a self-completion questionnaire for in-depth qualitative data collected from n=3. This article advocates that institutional social interaction is dynamic over the study period, prioritised by the achievement of academic goals and support. Findings indicate that teachers play a pivotal role in influencing NC(V) programme completion compared with other social interactions, for example with friends and parents. Research findings provide policy makers with an alternative student perspective with which to review TVET and NC(V) programme policies.