No description available.

No description available.

Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of? To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility. The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process. An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students. / Social Work / D. Phil. (Social Work)

Compared to other South African universities, the Department of Social Work at the UNISA has the highest intake of social work students but also the lowest throughput. Through post-graduate research, the Department of Social Work became aware of the often impeding influence of the personal, social and learning contexts of social work students on their performance, and identified a need for social work-specific student support. The following central research question was formulated: What would a life coaching programme to support social work students within an ODL context comprise of? To explore and describe the specific support needs of social work students, the qualitative research approach was used and data was gathered from focus groups of social work students and individual interviews with recently graduated and employed social workers who studied at UNISA. Tesch’s steps (in Creswell, 2009:186) were used to analyse the data systematically and data was verified by integrating Guba’s model (in Krefting, 1991:214-222) with Yin’s (2011:19-20) three objectives for building trustworthiness and credibility. The Intervention Design and Development (IDD) model of Rothman and Thomas (1994) was adapted and selectively employed, concentrating on Phase 1, 2, 3 (only Step 2) and Phase 4 in order to develop a support programme for this specific context. The goals of the support programme were to enhance student success and throughput, facilitate the personal, academic and professional development of students and to empower students to take ownership of their learning process. An online self-coaching support programme was developed and structured around seven actions towards growth, namely, clarifying my strengths, connecting to my context, clarifying my vision, completing my plan, committing to action and growth, confirming my direction and celebrating completion. The programme is divided into eight coaching conversations, two per level, contains many activities, stories and references to resources. It is designed to be compulsory and integrated into the practical work modules. Although activities are to be completed independently by students, support will be provided by e-tutors, workshop facilitators and supervisors. A programme coordinator will be available online as an e-coach to provide ongoing support to social work students. / Social Work / D. Phil. (Social Work)

Students in Open Distance Learning (ODL) face a myriad of challenges including a low proficiency in English. While research has identified vocabulary as important in improving language proficiency and the pertinent role of interaction in vocabulary development, there remains a dearth of research on how to enhance vocabulary in ODL, a context which is characterised by the distance between students and the institution. In searching for an intervention that would support vocabulary development, including interaction, while taking cognisance of the distance between students and lecturers, this study explored the use of mobile learning (mlearning). Because mlearning technologies offer ubiquitous flexibility and accessibility, they were deemed fit for purpose for ODL which is established on the principles of openness, flexibility and student‐centredness. Using the design‐based research (DBR) method within a pragmatic paradigm, this study designed, implemented and evaluated mobile‐based interventions for vocabulary development. The first phase of the study involved the analysis of the problem through a literature review. The literature and theoretical framework were used to ground the second phase of DBR, which included the development of the intervention prototype in the form of a mobile‐based vocabulary development app called VocUp. The intervention was implemented, tested and refined in three iteration stages, which formed the third phase of DBR. The iterations included a VocUp only stage, followed by a WhatsApp only stage, and ended with a VocUp plus WhatsApp stage. The last phase of DBR involved a reflection and a production of artefacts and guidelines for practice in ODL. Data were collected through interviews and WhatsApp chats from students registered for a first‐year English module. The results were 1) that vocabulary should be explicitly taught, allow for rehearsal opportunities and contain assessment while acknowledging the instrumental role of interaction; 2) mobile interventions should balance the pedagogic benefits with the technological qualities; and 3) the advantages and challenges of using WhatsApp and VocUp can be successfully combined into a hybrid model of both platforms. This study’s contribution to the body to knowledge includes the newly‐designed VocUp as an artefact; a revised model of the CoI theoretical framework called MODeL as well as principles guiding the application of the MODeL in authentic ODL contexts. / English Studies / D. Litt. et Phil. (English)

Faced with the influx of emerging technologies, educators must continuously equip themselves with the necessary skills to effectively impact on today’s learners. Central to successful curriculum reform and student retention is the realisation that educators need to engage in continuous professional development, to meet the learners’ needs. The purpose of this research study is to explore and study how educators’ skills, knowledge and experience in e-learning can contribute to the successful achievement of the institution’s and students’ educational goals and to the design of a quality support system in an ODeL environment in a developing country. A mixed-method research approach was adopted. The target population was the University of South Africa (Unisa) academic staff members who enrolled for an elearning programme with the University of Maryland University College (UMUC) between the year 2012 and 2014. Convenience non-probability sampling was used and a total of 60 candidates were invited to participate in the study. Most of the participants pointed to the empathetic support they received from the relevant UMUC staff and also indicated that they are now ready to create an empathetic learning environment for their own students at Unisa. It is the premise of this paper that academics cannot impart and/or transfer what they do not have or know to learners and it gives recommendations on striving towards an effective empathetic students support in distance education and e-learning continuous professional development to effectively impact on today’s learners. The importance of pace, assignment due dates, use of rubrics, turnaround time for feedback, built-in support, and appropriate assessment strategies are also key findings in the report. / Educational Studies / M. Ed. (Open and Distance Learning (ODL)

The aim of the study was to investigate ways in which student dropout rates could be managed at a Technical Vocational Education and Training College (TVET) in KwaZulu-Natal, Amajuba District. Twenty-eight participants were purposively selected from two campuses in the area representing the Business and Engineering studies. This was done using the non-probability purposive sampling. The researcher focused on determining ways to assist in improving the management of student dropout rates in the above TVET College so as to increase the throughput and the certification rates. The study employed a qualitative design with semi-structured interviews that were conducted with senior managers from the central office, Heads of Departments, lecturers and students who had previously dropped out from the college so as to examine their views and perceptions on the effects of student dropout rates and how the management of student dropout rates could be improved. Data were analysed thematically whereby information was categorised into themes that emerged from the responses of the participants. The findings revealed that causes of student dropout emanate from the financial challenges experienced by students in this area since most of them are from disadvantaged backgrounds, institutional factors such as poor or lack of career guidance, the curriculum, poor enrolment procedure and poor student support services. The study recommends that well organised and effective career guidance should be conducted, the curriculum should be reviewed, and the selection and enrolment procedures should be transparent and understood by everyone. Recommendations for further study are also provided. / Educational Leadership and Management / M. Ed. (Education Management)

Abstracts in English, Zulu and Afrikaans / The worldwide growth of open distance and e-Learning cannot be denied, nor can it remain unnoticed. In the South African setting, which is the focus of this study, the increasingly high demand for higher education has also led to the development of distance education. However, the throughput rate for this mode of education has been consistently unimpressive for over a decade and this has led to high dropout rates. There is cause for concern regarding how best to assist students and improve throughput. Therefore, this research has focused on identifying strategies that can be incorporated to support sustained learning in South African ODeL. It considers issues such as the social inequalities, previous disadvantages, and ICT affordances that characterise South African ODeL students. This research took a qualitative research approach, using a case study that was conducted as a dissertation of limited scope. The aim was to unveil the best approaches that could be incorporated in South African ODeL in order to support sustained learning. The study attempted to understand such strategies, based on students' perceptions and reflections on their experiences while studying first-level modules in distance education. The case for this research study was the University of South Africa (UNISA), where eight student participants were interviewed, using semi-structured interviews to collect data. The findings of this study revealed that there are some readily available resources that the institution and instructors can use to promote sustained learning and improve student throughput. This research recommends frequent student surveys to discover student needs and the challenges that they experience. It also recommends improved communication with students, provision of financial aid, development of open educational resources (OERs), ensuring rapid delivery of study material, and the use of different methods of delivering learning content. It is important to note that the findings of this dissertation are of limited scope and cannot be generalised to the issues affecting the majority of South African ODeL students – this because the study was carried out at one institution and involved just one module and eight participants. However, these findings have the potential to enlighten ODeL stakeholders as to matters affecting some of their students. The findings could also provide valuable information for future large-scale research. / Ukudlondlobala kohlelo kohlelo lwemfundo evulekile nokufunda kude kanye nohlelo lwe-inthanethi akunakuphikiswa, futhi angeke kwathathwa sengathi akunakiwe. Ngokwesizinda seNingizimu Afrika, esiyindikimba yalolu cwaningo, izinga elikhulayo lokufuneka kwemfundo ephakeme nakho sekuholele ekukhuleni kwemfundo yokufunda ukude.Yize-kunjalo, izinga legalelo lalolu hlelo lwemfundo kudala lubonakala lungeluhle esikhathini esingaphezu kweminyaka eyishumi kanti lokhu sekuholele ekutheni kwehle izinga labafundi abayeka ukufunda. Kunomnako mayelana nendlela nokuthi abafundi bangancedwa kangcono kangakanani ukuze bathuthukise izinga labo lokusebenza. Ngakho-ke, lolu cwaningo selugxile ekutholeni amasu lawo angasetshenziswa ukuxhasa imfundo esimelele ohlelweni lwe-ODeL lwaseNingizimu Afrika. Lokhu kufaka izindaba ezinjengokungalingani komphakathi, ukuncishwa kwamathuba esikhathini esedlule, kanye nokwazi ukukhokhela uhlelo lwe-ICT okuwuhlelo oluyinsika kubafundi bohlelo lwe-ODeL eNingizimu Afrika. Lolu cwaningo lulandele indlela yocwaningo eyencike kwizinga lengxoxo (qualitative), ngokusebenzisa ucwaningo lotho olwenziwa njengedezetheshini enobukhulu obunqunyiwe. Inhloso kwaye kuwukuveza izindlela ezingcono ebezingafakwa kwi-ODeL yaseNingizimu Afrika, ukuxhasa imfundo imfundo esimelele. Ucwaningo beluzama ukuzwisisa amasu anjalo, asuselwa phezu kwemiqondo yabafundi kanye nokubheka ulwazi lwabo kube ngakolunye uhlangothi bafunda omojuli besigaba sokuqala sohlelo lwemfundo yokufunda kude. Ucwaningo lotho lwalesi sifundo lwenziwa eNyuvesi yaseNingizimu Afrika (UNISA), lapho abafundi abayisishiyagalombili befakwa imibuzo yenhlolovo, ngokusebenzisa inhlolovo yesakhiwo sikanxambili ngenhloso yokuqoqa idatha. Ulwazi olutholwe yilolu cwaningo luye lwaveza ukuthi kunemithombo elungisiwe esesimeni esifanele engasetshenziswa yiziko kanye nabayaleli ukuthuthukisa uhlelo lokufunda olusimelele kanye nokuthuthukisa umsebenzi wabafundi. Lolu cwaningo luncoma amasaveyi enziwa njalo abafundi ukubona izidingo zabafundi kanye nezinselelo abafundi abahlangabezana nazo. Ucwaningo luphinda futhi luncoma uhlelo oluhle lokuxhumana nabafundi, ukuhlinzekwa ngosizo lwezimali, ukuthuthukiswa kwemithombo yemfundo evulekile (OER), ukuqinisekisa kohlelo olusheshayo lokuhlinzekwa. ngomatheriyeli wokufunda, kanye nokusebenzisa izindlela ezahlukene zokwethula indikimba yokufundwayo. Kubalulekile ukukhumbula ukuthi ulwazi olufunyenwe lwedizetheshini wulwazi oluncane olubekelwe imingcele kanti lolu lwazi angeke lwafaniswa nodaba oluthinta iningi labafundi base-ODeL yaseNingizimu Afrika – lokhu kungenxa yokuthi ucwaningo lwenziwa kwiziko elilodwa futhi lwaxuba umojuli owodwa kanye nabadlalindima abayisishiyagalombili. Yize-kunjalo, lolu lwazi olutholakele lunethuba lokukhanyisela abasebenzisani njengezinto ezithinta abanye babafundi. Ulwazi olutholakele belunganikeza ulwazi olusemqoka mayelana nocwaningo olubanzi olungenziwa esikhathini esizayo. / Wêreldwyd het oopafstand- en e-leer groei ervaar wat nie ontken kan word of ongesiens kan bly nie. In die Suid-Afrikaanse konteks, wat die fokus van hierdie studie is, het die toenemende vraag na hoër onderwys ook tot die ontwikkeling van afstandsonderrig gelei. Die slaagsyfer vir hierdie vorm van onderrig is egter al vir langer as ʼn dekade deurlopend onindrukwekkend, en dit het tot hoë uitsaksyfers gelei. Daar is rede tot kommer rakende die beste maniere om studente by te staan en die slaagsyfer te verbeter. Die fokus van hierdie navorsing was daarom op die identifisering van strategieë wat geïnkorporeer kan word om volgehoue leer in Suid-Afrikaanse oopafstand- en e-leer te ondersteun. Die volgende kwessies is ondersoek: die sosiale ongelykhede, benadeling in die verlede, en IKT-status wat met Suid-Afrikaanse oopafstand- en e-leer-studente geassosieer word. ʼn Kwalitatiewe navorsingsbenadering is gevolg; ʼn gevallestudie wat uitgevoer is, is in die verhandeling van beperkte omvang gebruik. Die doel was om die beste benaderings te bepaal wat in Suid-Afrikaanse oopafstand- en e-leer geïnkorporeer kan word om volgehoue leer te ondersteun. Tydens die studie is daar gepoog om sodanige strategieë te verstaan op grond van studente se persepsies en hul refleksie op hul ervarings terwyl hulle eerstejaarmodules deur afstandonderrig studeer het. Die geval wat in hierdie navorsing bestudeer is, is dié van die Universiteit van Suid-Afrika (Unisa), waar daar semi-gestruktureerde onderhoude met agt studentedeelnemers gevoer is om data in te samel. Die bevindinge van hierdie studie het getoon dat daar geredelik beskikbare hulpbronne is wat deur die instelling en die onderriggewers ingespan kan word om volgehoue leer te bevorder en die studente se slaagsyfers te verbeter. Op grond van hierdie navorsing word aanbeveel dat opnames gereeld onder studente gemaak word om hulle behoeftes en uitdagings te bepaal. Verdere aanbevelings sluit in verbeterde kommunikasie met studente, voorsiening van finansiële steun, ontwikkeling van oop opvoedkundige hulpbronne, versekering van spoedige lewering van studiemateriaal, en die gebruik van verskillende metodes om leerinhoud te lewer. Dit is belangrik om te besef dat die bevindinge van hierdie verhandeling beperk in omvang is en nie veralgemeen kan word om die kwessies in te sluit wat die meerderheid van Suid-Afrikaanse oopafstand- en e-leer-studente raak nie – aangesien die studie by een instelling uitgevoer is en slegs een module en agt deelnemers behels het. Hierdie bevindinge het egter die potensiaal om vir oopafstand- en e-leer-belanghebbers lig te werp op kwessies wat sommige van hul studente raak. Die bevindinge kan ook waardevolle inligting vir toekomstige grootskaalse navorsing oplewer. / Educational Studies / M. Ed. (Open Distance Learning)

Abstract in English, Sesotho and French / Technical and Vocational Education and Training (TVET) colleges in South Africa face several challenges including low throughput rate. Low throughput rates have a strong bearing on the success of the TVET sector and its ability to respond to the needs of the country, such as skills shortages. The aim of the study was to investigate the implications of the National Certificate Vocational (NCV) students’ academic support on the throughput rate at the selected TVET college. Qualitative research methodology has been used to help the researcher to explore and gather rich information on the college throughput rate and provision of academic support. The study utilised a case study design. Participants were student support services and academic staff at the selected TVET college. The collection of participants in this research was using a purposive sampling technique. The researcher recorded and transcribed semi-structured interviews. The analysis of the data is based on thematic data. The themes used were derived from the research objectives and further broken down into categories and sub-categories. The study found that there are various factors that influence the students’ academic performance and the throughput rate such as students’ family background, academic difficulties, poor class attendance, poor infrastructure, lack of professional development opportunities, lack of career guidance, lack of academic support and shortage of Student Support Services (SSS) staff. The study also found that students are not making use of the student support services because of lack of information about the SSS unit at the college. Without proper students’ academic support programmes, students are likely not to succeed academically. Various challenges that hinder the effective utilisation of the academic support services include lack of qualified personnel, being understaffed, low prioritisation of academic support programmes by college management and limited access time. The college needs to develop ties with key stakeholders such as other TVET colleges and the Department of Basic Education to provide a forum for sharing crucial academic support information. The researcher suggests that more trained and qualified personnel should be hired to support students’ academic support. Administration of admission tests for students should be enhanced, and the test results should be available round the clock. College management should demonstrate dedication to the well-being of students by prioritising and acknowledging academic support as vital to the academic performance of students. / Likoleche tsa thuto ea mahlale le koetliso (TVET) Afrika Boroa li tobana le liphephetso tse 'maloa ho kenyeletsa le tekanyetso e tlase. Litefiso tse tlase tse kenang li na le katleho e kholo katlehong ea lekala la TVET le bokhoni ba eona ba ho arabela litlhoko tsa naha tse kang khaello ea litsebo. Morero oa thuto e ne e le ho etsa lipatlisiso mabapi le litlamorao tsa tšehetso ea thuto ea baithuti ba NCV ka sekhahla sa thuto e fumanehang kolecheng ea TVET. Tlhahlobo e matla ea lingoliloeng e ile ea etsoa ho lekola phepelo ea lits'ebeletso tsa tšehetso ea thuto le sekhahla sa koleche e tsoang. Mokhoa oa ho etsa lipatlisiso tse nepahetseng o ile oa sebelisoa ho lumella mofuputsi ho fumana leseli le fumanehang ka sekhahla sa koleche le tlhahiso ea tšehetso ea thuto. Boithuto bo sebelisitse moralo oa thuto ea linyeoe. Barupeluoa e ne e le litšebeletso tsa tšehetso ea baithuti le basebetsi ba TVET koleche e khethueng. Mokhoa o nang le sepheo oa ho etsa sampole o sebelisitsoe ho khetha barupeluoa thutong ena. Lipuisano tse hlophisitsoeng hantle li ile tsa tlalehoa tsa ba tsa hatisoa. Ho ile ha sebelisoa tlhahlobo ea tlhaiso-leseling ho hlahlobisisa lintlha. Litema tse sebelisitsoeng li nkiloe ho sepheo sa lipatlisiso 'me li arotsoe hape ka mekhahlelo le likarolo tse ka tlase. Boithuto bo fumanoeng ho na le lintlha tse fapaneng tse amang ts'ebetso ea barutoana le maemo a thuto a fetoloang joaloka maemo a lelapa a baithuti, mathata a thuto, ho se be teng hantle ha sehlopha, tikoloho e mpe, ho haella ha menyetla ea nts'etsopele ea mosebetsi, ho hloka tataiso ea mosebetsi le khaello ea basebetsi ba SSS. Boithuto bo boetse bo fumane hore baithuti ha ba sebelise litšebeletso tsa tšehetso ea baithuti ka lebaka la tlhaiso-leseling e mabapi le yuniti ea SSS eo koleche e e hlokang. Ntle le mananeo a ts'ehetso ea thuto ea baithuti, baithuti ba ka nna ba se atlehe sekolong. Liphephetso tse fapaneng li sitisa ts'ebeliso e ntle ea lits'ebeletso tsa tšehetso ea borutehi ho kenyelletsa, ho haella ha basebetsi ba tšoanelehang, ho se sebetse, ho etelletsa pele merero ea tšehetso ea borutehi ke batsamaisi ba koleche le nako e lekanyelitsoeng ea ho fihlella. Ho na le tlhoko ea koleche ea ho theha likhokahano le bankakarolo ba bohlokoa joalo ka likoleche tsa TVET tse ling, Lefapha la Thuto ea Motheo ho ba le sethala sa ho arolelana leseli la bohlokoa ka tšehetso ea thuto. Mofuputsi ke mohopolo oa hore basebetsi ba tšoanelehang le ba ngolisitsoeng haholo ba lokela ho hiroa ho matlafatsa phepelo ea tšehetso ea thuto ho baithuti. Tsamaiso ea liteko tsa kamohelo ea baithuti e lokela ho ntlafatsoa, 'me liphetho tsa liteko li lokela ho fumaneha ho potoloha le nako. Tsamaiso ea koleche e lokela ho bonts'a boitlamo boiketlong ba baithuti ka ho etelletsa pele le ho amohela tšehetso ea thuto ea baithuti e le karolo ea bohlokoa katlehong ea thuto ea baithuti. / Les collèges d'enseignement et de formation techniques et professionnels (EFTP) en Afrique du Sud sont confrontés à plusieurs défis, dont un faible débit. Les faibles taux de production ont une forte incidence sur le succès du secteur de l'EFTP et sa capacité à répondre aux besoins du pays tels que les pénuries de compétences. Le but de l'étude était d'étudier les implications du soutien académique des étudiants NCV sur le taux de débit au la selection TVET collège. Un examen approfondi de la documentation a été effectué pour explorer la prestation de services de soutien scolaire et le taux de rendement des collèges. Une méthodologie de recherche qualitative a été utilisée pour permettre au chercheur d'explorer et d'obtenir de riches informations sur le taux de rendement des collèges et la fourniture d'un soutien académique. L'étude a utilisé un plan d'étude de cas. Les participants étaient des services de soutien aux étudiants et du personnel universitaire du collège la selection TVET. Une technique d'échantillonnage raisonné a été utilisée pour sélectionner les participants à cette étude. Des entretiens semi-structurés ont été enregistrés et transcrits. Une analyse thématique des données a été utilisée pour analyser les données. Les thèmes utilisés étaient dérivés des objectifs de la recherche et ceux-ci étaient ensuite divisés en catégories et sous-catégories. L'étude a révélé qu'il existe divers facteurs qui influent sur le rendement scolaire des élèves et le taux de rendement, tels que les antécédents familiaux des élèves, les difficultés scolaires, la faible fréquentation des classes, les mauvaises infrastructures, le manque de possibilités de développement professionnel, le manque d'orientation professionnelle, le manque de soutien scolaire. et la pénurie de personnel SSS. L'étude a également révélé que les étudiants n'utilisent pas les services de soutien aux étudiants en raison du manque d'informations sur l'unité SSS que le collège. Sans programmes de soutien scolaire appropriés, les étudiants ne réussiront probablement pas sur le plan scolaire. Divers défis entravent l'utilisation efficace des services de soutien scolaire, notamment le manque de personnel qualifié, le manque de personnel, la faible hiérarchisation des programmes de soutien scolaire par la direction du collège et le temps d'accès limité. Il est nécessaire que le collège établisse des liens avec les principales parties prenantes telles que les autres collèges de l'EFTP, le Département de l'éducation de base afin d'avoir une plateforme pour partager des informations vitales sur le soutien académique. Le chercheur est d'avis qu'un personnel plus qualifié et plus inscrit devrait être embauché pour renforcer la prestation d'un soutien scolaire aux étudiants. L’administration des tests d’admission des étudiants devrait être améliorée et les résultats des tests devraient être accessibles 24 heures sur 24. La direction du collège devrait montrer son engagement envers le bien-être des étudiants en priorisant et en reconnaissant le soutien scolaire des étudiants comme étant essentiel à la réussite scolaire des étudiants. / Educational Leadership and Management / M. Ed. (Education Management)

With reference to the demands for innovation facing the systems of tertiary education internationally, the Department of Higher Education in South Africa has been revamped since the realization of the democratic Government. In recent years, the Technical and Vocational Education and Training (TVET) College institutions became the potential learning institutions of choice that could revitalize the economy. This resulted in merging the former 152 TVET Colleges into 50 with the intention to streamline access in order to accommodate a larger number of students for technical and vocational training. The purpose of this study was to determine how student retention and success in the TVET Colleges can be effectively managed. The study was mainly guided by the theoretical framework of Bronfenbrenner’s (1979, 1995) ecological systems theory that explains individuals’ relationships with their environments by means of interrelated ecological systems functioning. Secondly, applied to this study was the principles of systems theory which supplemented Bronfenbrenner’s ecological systems theory. A mixed-methods research approach was used in determining the perceptions of TVET College personnel from different levels of institutional functioning and from students from different years of registration to determine the main factors influencing student retention and success at TVET Colleges. The empirical investigation comprised of a quantitative research approach (as phase 1) using questionnaires administered to students which was followed by a qualitative research approach (as phase 2) entailing semi-structured individual interviews with TVET College employees. The researcher used the chi-square and analysis of variables tests as analysis techniques in analysing and presenting the results in in this study. The research findings indicated a strong need for relevant career guidance provided to prospective TVET College students from primary school onwards, and the establishment of a constructive student support unit at TVET Colleges to promote student retention and success. Factors that promote the management student retention and success were identified as relating to the image and reputation of TVET Colleges, sources of effective communication, and student support activities that initially and continuously motivate or hinder student retention and success in the TVET College institutions. / Na aanleiding van die oproepe om vernuwing wat tersiêre-onderwysstelsels op internasionale vlak in die gesig staar, het die Departement van Hoër Onderwys en Opleiding in Suid-Afrika sedert die instelling van 'n demokratiese regering verskeie verbeteringe ondergaan. In die afgelope aantal jare het instellings in die tegniese en beroepsonderwys- en opleidingsektor potensiële voorkeurleerinstellings geword wat die vermoë het om die ekonomie nuwe lewe te gee. Dit het gelei tot die samesmelting van die voormalige 152 kolleges in die sektor tot 50 kolleges, met die doel om toegang te vergemaklik sodat meer studente vir tegniese en beroepsopleiding ingeneem kan word. Die doel van hierdie studie was om te bepaal hoe faktore wat studentbehoud en -sukses beïnvloed, doeltreffend in die tegniese en beroepsonderwys- en opleidingskollegesektor bestuur kan word. Die studie is gerig deur die teoretiese raamwerk van Bronfenbrenner (1979, 1995) se ekologiese-stelselteorie. Hierdie teorie verklaar individue se verhoudings met hul omgewings met behulp van ekologiese stelsels wat in verhouding met mekaar funksioneer. Tweedens, aan die studie was beginsels van stelsels teorie toegevoeg wat Bronfenbrenner se ekologiese stelsels teorie aanvul. Die empiriese ondersoek het bestaan uit ʼn kwantitatiewe navorsingsbenadering waarby vraelyste aan studente uitgedeel is, gevolg deur ʼn kwalitatiewe navorsingsbenadering wat semi-gestruktureerde individuele onderhoude met werknemers by tegniese en beroepsonderwys- en opleidingskolleges behels het. Die navorsingsbevindinge het gedui op ʼn sterk behoefte aan die voorsiening van toepaslike beroepsvoorligting aan leerders op laerskool en verder wat voornemens is om aan tegniese en beroepsonderwys- en opleidingskolleges te studeer, asook die vestiging van ʼn konstruktiewe studentesteuneenheid by hierdie kolleges om studentebehoud en -sukses te bevorder. Faktore wat studentebehoud en -sukses bevorder is geïdentifiseer as dié wat verband hou met die beeld en reputasie van tegniese en beroepsonderwys- en opleidingskolleges, bronne van doeltreffende kommunikasie, en studentesteunaktiwiteite wat aanvanklik en deurlopend as motivering vir studentebehoud en -sukses in hierdie sektor dien of dit belemmer. / Mayelana na xilaveko xa vutumbuluxi lebyi mafambiselo ya swikolo le ya langutiseneke na wona misava hinkwayo, Ndzavisiso ya tidyondzo ta le henhla ya Afrika Dzongayi cincile ku sukela loko hi ri eka mfumo wa xidimokirasi, Eka masiku ya namuntlha, tikholichi ta Vuthikiniki na dyondzo na vuleteri (TVET) ti hundzukile swikolo leswi nga langiwaku ku pfuxelela ikhonomi. Leswi swi endlile leswaku ku katsiwa tikholichi to ringana 152 leswaku ti va 50 ku ri ku endlela leswaku ku tekiwa na ku leteriwa vana va ku tala. Xikongomelo a ku ri ku endlela leswaku machudeni va nga lawuriwa na ku humelerisiwa njhani eka ti kholichi ta ti TVET. Dyondzo leyi yi rhangeriwa hi mavonelo ya malavisiselo ya Bronfenbrenner’s (1979, 1995), mavonelo ya matshamelo na mahlamuselo ya vuxaka eka mpfanganyiso wa matirhiselo, xavumbirhi, Dyondzo leyi yi tirhisile milawu ya mafambiselo na mavonelo lama tatisaku maendleo ya matshamelo na mafambiselo ya Bronfenbrenner. Malaviseselo ya maendlelo yo pfanganana ya tirhisiwile eka mavonelo ya va tirhi ya tikholichi ta ti TVET ku suka eka matshamelo na matirhelo yaku hambana hambana ku sukela eka malembe ya ntsariso ku endlela ku kuma nsusumeto wa ku humelela ka machudeni etikholichi. Ndzavisiso lowu wu katsakanya maendlelo ya khwalithethivhi, eka xiyenge xo sungula hi ku tirhisa swivutiso leswi nga ta xiyisisiwa eka machudeni swi tlhela swilandelerisiwa hi maendlelo ya malavisiselo ya khwalithethivhi (eka xiyenge xa vumbirhi) hi ku kandzelerisiwa hi nwangulano wa xiphemu na vatirhi va ti kholichi ta ti TVET. Mulavisisi u tirhisile xikwere xa chi na ku xopaxopa swiphemu swa swikambelo leswi a swi xopa xopiwa loko ku bumabumeriwe / hlayiwe mbuyelo wa ndzavisiso. Mbuyelo wu kombisa swinene leswaku kuna ku yelana eka ndzetelo lowu nyikiwaku machudeni ya ti kholichi ta TVET ku suka eswikolweni swa le hansi ku ya ehenhla, na ku tumbuluxiwa ka xiyenge xa mpfuno wa machudeni etikholichini ta ti TVET ku tlakusa ku tiyisa na ku humelela ka machudeni. Swi nwana leswi susumetaku ku tlakusa na ku tiyisa vufambisi eku tlakuseni na ku humelerisa machudeni ya ti kholichi ta ti TVET swikombisa swi fananisiwa na xiyimo na xindzhuti xa swikolo leswi, swipfuno swa mavulavulelo, na swipfuno swa switirhisiwa swa mpfuno wa machudeni wa masungulo kumbe wa ku yisa nkucetelo kumbe xirhalanganyi xa ku tlakusa na ku pfuna ku humelela eka tikholichi ta ti TVET. MARITO NKULO / Educational Management and Leadership / D. Ed. (Education Management)