Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2018. / This study investigates students’ perception of factors that contributed to dropouts at a selected FET college. Despite receiving government funding, drop-out continues to increase. An understanding of perceived factors influencing drop-out rate would help to develop and deploy retention strategy for FET college students. Previous studies on drop-out shows that students that have dropped out are more likely to be unemployed and living in poverty compared to those students that have successfully completed their programmes. In 2006 the Minister of Labour declared that FET Colleges in South Africa have a major role to play in assisting youth in gaining skills and thereby halving poverty and the unemployment rate by the year 2014. This declaration highlights the importance of FET colleges and amplifies the need for a strategy to maximise students’ retention and minimise drop-out rate. This study utilise a random sampling method to select respondents. Data were collected using a questionnaire with a quantitative approach and designed in a Likert scale format. The study was limited to students at West Coast FET College’s campuses namely: Atlantis, Vredenburg, Malmesbury and Citrusdal. One hundred and fifty students were used as respondents and data were gathered from the questionnaires. The findings derived from the data revealed that multiple factors are perceived to be the cause of high student dropout. These factors are lack of finances for transport and accommodation especially for the first years and social context of individual learners. The study concludes that although finance and social context of individual learner are perceived drop-out factors, other personal attributes like learners’ attitude to learning and commitment also plays a role in students drop-out and drop-out intention.

A dissertation submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, for the Degree of master of Arts in Clinical psychology. / The aim of the research is to find out whether white male South Africans who Leave high school before completion of their studies differ significantly in the personality domains of neuroticism; extraversion, openness, agreeableness and conscientiousness, from their counterparts who complete their high school studies. [Abbreviated Abstract. Open document to view full version] / AC2017

Thesis (M. Dev.) -- University of the North, 2003 / Refer to document

Contrary to many efforts by the new South African government in its commitment to widen access to educational opportunities and the provision of a free education for all, dropping out of school episodes remain a major threat to the gains of the past nines years in the new South Africa. Using the second wave of 'Transitions to Adulthood in the Context of Aids in South Africa' dataset, this dissertation investigates dropping out of school episodes. A dropout refers to an adolescent who discontinued his/her education before completing grade 12. In particular the study investigates the major determinants of dropouts. Reasons cited for dropping out of school varies from economic, individual, social and school based. It was found that the major contributor to the dropping out of school episodes in KwaZulu-Natal is poverty. Hence the impact of poverty is widely acknowledged as being among the most serious problems facing post-apartheid South Africa. It is against this backdrop that this dissertation seeks an immediate response by government to invest in human capital, particularly in education, as means to alleviate poverty. The government among others therefore should recommit itself in providing and funding education for all. Both access and opportunities to schooling need to be widened. / Thesis (M.A.)-University of Natal, 2003.

This study investigates the retention and dropout of mechanical engineering students at a FET college using the interpretivist paradigm. Three key questions are addressed: / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermarizburg, 2008.

The study is about factors that influence students‟ choice of a campus and how those choices influence students‟ decision to complete their courses. Since FET colleges have campuses with different historical backgrounds and unique characteristics, they offer specialised programmes according to the resources they have, relevant to their geographic location. The research focused on answering the following questions 1) What factors influence students‟ choice of campus? 2) What factors influence the students‟ completion or non-completion of courses? The aim of these questions was to determine what currently influences the students‟ choice and what kind of information or sources do students use in their study choice decisions. Some related researchers in other contexts have shown that there is a link between education and socio-economic factors. This study has been primarily informed by Tinto‟s (1987) theory on student retention and no-completion of courses, which suggested that non-completion is a result of a mismatch between the social/academic background, intentions and goals of the student and their institution‟s ability to meet those goals. Chapman‟s model of choice (1991) enabled him to indicate some factors, which influence student‟s choice. The aim of using the model was to check if the same influential factors were important for the current FET students in South Africa. A number of available studies have focused on the student, significant others in their lives, parents and teachers, as well as marketing of colleges or recruitment of students as factors influencing the choice. There is little literature that looks at how the fixed college factors such as program availability, location and reputation influence students, which is the focus of this research. This study falls into an interpretive paradigm and is qualitative in nature. Data has been collected using questionnaires and semi-structured interviews conducted among students of different campuses in one FET College. The sources of information are current students, those who dropped out and students who have completed their courses. Data collected show that the costs factor, academic achievement and significant others influence students‟ choices. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014 / Educationists and political leaders are concerned about the high dropout rates experienced in South African high schools. For the purposes of this research, “dropout” is defined as “one who has not graduated from high school”. Research indicates that the high school dropout rates, both in South Africa and globally, culminate in challenges for the school, the community and society. The multigrade primary school environment sees learners doing well academically, but when these learners move on to high school, the dropout rates increase for these learners. The purpose of this study is two-fold: to determine the reasons for dropout of learners who have ably and successfully completed their primary education within the multigrade system; and to propose a strategy to assist rural multigrade primary schools in reducing the foreseen dropout rates in high schools. A sequential explanatory mixed-method approach was designed in order to determine what strategy could assist rural multigrade schools in Circuit 2 of the West Coast Education District to prevent the dropout rate experienced in high schools. During the preliminary research a scrupulous literature study was done, to determine global trends and to determine which current intervention programmes exist. The quantitative phase of this study was conducted first and consisted of a content analysis of school documents to determine which learners did not complete high school. The qualitative phase followed and the data was collected through face-to-face interviews with principals of rural multigrade primary schools, and learners who had dropped out. This was done in order to determine the perceptions of the principals, and the former learners who had dropped out of the schooling system. This research elucidates the challenges – the inexorable odds – that these multigrade learners have had to overcome in order to complete Grade 12. In closing, it proposes pragmatic strategies which may decrease the high dropout rates that learners, from a multigrade primary setting, experience in future.

M.Ed. (Educational Guidance) / This study forms part of a group project on school dropout which the Rand Afrikaans University and the Ben Gurion University in Israel have jointly undertaken. There is a widespread concern about the high dropout rate in schools all over the world including the Republic of South Africa. In view of the many challenges facing the country economically and politically South Africa needs its youth to be motivated, productive and self supportive.The Rand Afrikaans University and the Ben Gurion University have decided to pool their knowledge and experience in researching factors which contribute to pupils' leaving school too early. The project aims to identify the at-risk pupils and to research internal and external factors such as self concept, family relations and locus of control and their relation to dropout. This study will specifically focus on the way potential dropouts in black schools experience their self concept.

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

D.Ed. (Psychology of Education) / The problem of high dropout rate or early school leaving is causing widespread concern amongst educators. This study is undertaken as part of a group project on school dropout or premature school leaving, which is undertaken by the Rand Afrikaans University of South Africa (RAU) and the Ben Gurion University of Israel. The purpose of this project is to identify the at-risk pupil, research the causes of school dropout, and identify the consequences of early school leaving in order to determine preventative measures. The following 4 factors have been studied in the profile of the school dropoutsocio- econornic factors social support political factors; and issues relating to the school itself In South Africa the high dropout rate in Black schools especially is a cause for concern. Under the new educational system, desegregation of schools is the ideal. This will, however, probably not be achieved overnight, and the problem of school dropout in Black schools will remain a problem for some time to come. Even if desegregation has been fully achieved, it can be argued that certain causes of dropout will always remain the same because not all causes are school-related. The cultural and home situation of potential dropouts will not necessarily improve on account oftheir being in desegregated schools. The focus of this study, therefore, will remain relevant.