Assessing the causes of SMME learner drop-out and attrition in the national rollout of the Productive Capacity Building Programme (PCBP): A Case StudyThe aim of this evaluative research study is to investigate the causes of learner dropout and attrition within the national rollout of the Productive Capacity Building Programme PCBP of the National Productivity Institute (NPI). This study is undertaken using a case study format with particular interest in the behaviour of adult learners within the context of a learning environment as well as particular interventional measures that could be undertaken by adult educators and facilitators in retaining adult learners within contact training programmes. The research study not only has internal validity in terms of the PCBP training programme operations but also contextual importance for long distance education, e-learning, other modes of learning delivery as well as the larger human resources development (HRD) domain. The ultimate objective is to minimize PCBP training costs resulting from adult learner attrition and the failure to meet training targets. A survey population comprising sixty (x60) small, medium and micro enterprise (SMME) learners who attended PCBP training is selected using simple random sampling. The study is undertaken using case study format from a learning practitioner’s perspective. Utilizing a questionnaire instrument and interview method, the survey population is interviewed through a qualitative research method. Historical training statistics as well as post-implementation training statistics resulting from the application of recommendations are stratified and compared. Qualitative data collection methods such as observation, interview and documents are utilized. The study ends with recommendations for business application and the practical effects brought about by the implementation of initial recommendations.An analysis of recommendations indicates that adult learner dropout within the PCBP training programme is minimized through the introduction of adult learning principles within the delivery of the programme.

This study examined teachers' and administrators' perceptions of English language learner dropout antecedents at 95 secondary schools in Texas targeting two goals. First, perceptions of ninth-grade dropout were assessed to identify push, pull, or falling-out factors of dropout. Push factors include school-related consequences like attendance or disciplinary infractions. Pull factors include out-of-school enticements like jobs and family. Finally, fall factors refer to student disconnection with school leading to dropout. Second, four categories of dropout factors (student demographics, student experiences, school factors, and instructional practices) were tested to see which had the highest perceived rank. The first research question assessed ninth-grade academic engagement and dropout antecedents among ELL dropouts. Engagement factors including persistence and previous preparation for high school were perceived as highly important qualities while discipline problems were a major challenge. Falling-out factors were perceived at the highest rank in causing ninth-grade ELL dropout. Among falling-out factors, lack of L1/L2 proficiency was cited as a chief cause, conflicting with nationally representative studies. Push factors, including low achievement, ranked second and pull factors, last. The second research question assessed perceptions of ELL dropout according to four ELL dropout categories. Antecedents related to student experiences ranked highest in causing ELL dropout, including language proficiency, employment, and parenting needs. Thus, ELL's were perceived as the primary reason for ELL dropout, concurring with nationally representative studies. Overall, ESL teachers and coordinators reported ninth-grade falling-out factors and pull factors during high school at higher rates than other respondents. They placed the major blame for dropout on events in student's lives luring them from school. Regular teachers reported that ninth-grade ELL dropouts profoundly struggled with language proficiency, lack of effort, and lack of belonging, suggesting that cumulative challenges of ELLs resulted in dropout. Administrators reported a strong link between retention and ELL dropout. When combined with regular teachers, both had a unified perception of blame for dropout being on factors at home and work. Findings suggest developing comprehensive dropout antecedent lists for ELLs, studying early and late ELL dropout, and incorporating a qualitative methodology in survey techniques.

The purpose of this research was to investigate the relationship between Education Acts and learner dropout at public schools within the South-Central education region of Botswana. Policy-related dropout Theories of Social Class and the hidden curriculum of work, as well as the Inclusive Education Policy were selected as suitable framework-settings for investigating the research problem. A comprehensive review of the literature revealed that the strategies used to implement the Basic Education Act, the Examinations Act, and Policies on Inclusive Education in Botswana diverge from their set stipulations and the current international trends in this regard. The research design used was a mixed-methods approach. Mixed paradigms of the positivists’ and the constructivists’ beliefs were used to conduct a concurrent empirical investigation. The reliability coefficient of the questionnaire instrument (non-demographic variables 1-26) was .985 (close to 1). All the measuring tools were pilot-tested. The sampling technique was stratified for the questionnaire, and was comprehensive for the qualitative instruments. Ethical issues were observed during the course of the study. The scores on the questionnaire showed that 68% of the 75 teacher respondents perceived that the improper implementation of the above-named Acts contributed to learner drop-out. The content analysis transcripts further indicated that 66% of the 28 interviewees linked learner drop-out to the improper implementation of the Acts. Additionally, 84% of the Biology teachers linked the teaching strategies being used to policy decisions. The interpretation of this study has to take note of the limitation discussed in the report. The conclusion drawn from the foregoing research findings is that the teaching-learning process in the public schools is defective in relation to its relevance to the learners, and the education goal. The study therefore recommended dropout tracking strategies by means of a greater synchrony between all the departments of the Ministry of Education Skills and Development (MOESD) as well as further comprehensive research to improve education practice towards curbing learner dropout. / Educational Studies / D. Ed. (Comparative Education)

The purpose of this research was to investigate the relationship between Education Acts and learner dropout at public schools within the South-Central education region of Botswana. Policy-related dropout Theories of Social Class and the hidden curriculum of work, as well as the Inclusive Education Policy were selected as suitable framework-settings for investigating the research problem. A comprehensive review of the literature revealed that the strategies used to implement the Basic Education Act, the Examinations Act, and Policies on Inclusive Education in Botswana diverge from their set stipulations and the current international trends in this regard. The research design used was a mixed-methods approach. Mixed paradigms of the positivists’ and the constructivists’ beliefs were used to conduct a concurrent empirical investigation. The reliability coefficient of the questionnaire instrument (non-demographic variables 1-26) was .985 (close to 1). All the measuring tools were pilot-tested. The sampling technique was stratified for the questionnaire, and was comprehensive for the qualitative instruments. Ethical issues were observed during the course of the study. The scores on the questionnaire showed that 68% of the 75 teacher respondents perceived that the improper implementation of the above-named Acts contributed to learner drop-out. The content analysis transcripts further indicated that 66% of the 28 interviewees linked learner drop-out to the improper implementation of the Acts. Additionally, 84% of the Biology teachers linked the teaching strategies being used to policy decisions. The interpretation of this study has to take note of the limitation discussed in the report. The conclusion drawn from the foregoing research findings is that the teaching-learning process in the public schools is defective in relation to its relevance to the learners, and the education goal. The study therefore recommended dropout tracking strategies by means of a greater synchrony between all the departments of the Ministry of Education Skills and Development (MOESD) as well as further comprehensive research to improve education practice towards curbing learner dropout. / Educational Studies / D. Ed. (Comparative Education)

The aim of this study was to investigate the causes of learner dropout in secondary schools around Johannesburg South, Gauteng Province. Twenty-seven participants from three secondary schools in Orange Farm area were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to allow the researcher a platform to ask open-response questions and to explore the participants’ perspectives about the causes of learner dropout. The data was analysed thematically by carefully identifying and describing significant themes that emerged from educators, learners, parents, SGB chairpersons and principal’s responses to interview questions. The study revealed that teenage pregnancy, lack of parental involvement, substance abuse and peer pressure, among others, were the causes of learner dropout. The study recommends that schools put more efforts on abstinence programs, sex education and the use of contraceptives such as condoms, pills and injectables; training of educators on the management of drugs and pregnancy, and resuscitation of extra-mural activities. Recommendations for further research were made. / Inclusive Education / M. Ed. (Inclusive Education)

The aim of this study was to investigate the causes of learner dropout in secondary schools around Johannesburg South, Gauteng Province. Twenty-seven participants from three secondary schools in Orange Farm area were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to allow the researcher a platform to ask open-response questions and to explore the participants’ perspectives about the causes of learner dropout. The data was analysed thematically by carefully identifying and describing significant themes that emerged from educators, learners, parents, SGB chairpersons and principal’s responses to interview questions. The study revealed that teenage pregnancy, lack of parental involvement, substance abuse and peer pressure, among others, were the causes of learner dropout. The study recommends that schools put more efforts on abstinence programs, sex education and the use of contraceptives such as condoms, pills and injectables; training of educators on the management of drugs and pregnancy, and resuscitation of extra-mural activities. Recommendations for further research were made. / Inclusive Education / M. Ed. (Inclusive Education)