No abstract

Academics have long debated the link between academic entry requirements for specific educational levels and academic accomplishment in the classroom. The arguments have been more critical in vocational education where students' prior learning influences their ability to master and apply specific hands-on skills provided in colleges. Based on this academic stance, this study investigates the relationship between academic entry requirements, the learning process, and academic achievement of students enrolled in civil engineering courses (masonry and carpentry CBET level 2) at Vocational Education Training Institutions (VETs) in Morogoro Region, Tanzania. The study applied a qualitative exploratory approach to collect data from 20 trainers. Data were gathered by conducting semi-structured interviews with trainers and applying documentary reviews to determine the admission requirements and outcomes of 92 learners. The qualitative data that informed this study were analyzed through content analysis using the MAXQDA2020 program, and the findings were presented in the form of quotations, summaries, and figures. The results suggest that students' entry qualification during college enrollment, their capacity for learning and ultimate academic accomplishment is likely to be directly related. However, learners' prior admission requirements for accessing vocational education have a favorable impact not only on academic accomplishment at VET but also on the decision to continue learning at further education levels. To moderate continuous academic credit, the admission requirements for the selection of students to enroll in vocationally based courses should also take into account their unique cognitive abilities.