Exploring the Administration of Peer-Assisted Learning (PAL) as a Form of Academic Support at a TVET College in South Africa

Munyaradzi, Muchineripi

doi:10.1080/10668926.2022.2132432

Cited by 3 publications

(3 citation statements)

References 32 publications

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“…Hence, counselling personnel on campus should attempt to create a learning environment that is creative and can provide safety to students. 71 The campus should train lecturers to monitor students and to be able to identify students who experience psychosocial challenges. The institution should also provide necessary support to lecturers so that they can learn how to support students who experience psychosocial challenges.…”

Section: Recommendationsmentioning

confidence: 99%

Assessing Students` Experiences of Psychosocial Support for Sustainable Learning at a South African TVET College

Buthelezi,

Hlalele

2024

EHASS

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A positive psychosocial environment is necessary to create a conducive environment for effective teaching and learning. Thus, this study assessed students` experiences of psychosocial support for sustainable learning at a South African TVET (Technical and Vocational Education and Training) College. This study followed a qualitative phenomenological research technique, which provides participants with a voice to share their psychosocial experiences. Data was collected from twenty individuals through face-to-face interviews and a focus group discussion. Thematic analysis was used to analyse data. The results of the study revealed that majority of students at this college experience low self-esteem, stressful situations, lack of peer tutoring, peer counselling, counselling skills from a Student Development Practitioner (SDP), and inadequate provision of social and emotional needs. This was attributed to a lack of psychosocial support to students from lecturers and SDPs, who ought to work collaboratively to provide such support to students at South African TVET colleges. It became evident from this study that lecturers and college personnel need to assist students in improving their self-esteem by doing the following: reducing students` stressful situations, promoting peer tutoring, providing peer counselling, providing counselling skills and catering for students` social and emotional needs at a college in order to promote sustainable learning. This study will empower lecturers and SDPs with psychosocial support skills to be able to respond to the psychosocial challenges of student development. Keywords: Academic support, emotional support, psychosocial support, sustainable learning, TVET college.

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Section: Recommendationsmentioning

confidence: 99%

Assessing Students` Experiences of Psychosocial Support for Sustainable Learning at a South African TVET College

Buthelezi,

Hlalele

2024

EHASS

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“…Roos et al (2016) concurred with these findings, stating an attrition rate ranging from 39.3 to 58.7%. At colleges, the attrition rates are reportedly higher than at universities due to inadequate academic support provided to students (Zulu & Mutereko, 2020) over and above the psychological issues they experience (Muchineripi, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploration of the Organisational Conditions that Influence the Utilization of Student Support Services in South African Nursing Colleges

Skakane-Masango

Mtshali

Ngcobo

2023

BEL

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The recent migration of public nursing colleges from the Department of Health to the higher education sector in South Africa has compelled nursing institutions to ensure that their programs meet the Council of Higher Education requirements. One of these requirements is comprehensive student support services in line with the prerogative to widen access and success in higher education. Public Nursing Colleges have reported having systems to provide academic and non-academic support to their students. However, there is limited empirical research on lecturers’ and students’ perspectives on conditions that influence the utilization of available student support services in nursing colleges. Hence, this research explores organisational conditions that influence the utilization of student support services from the perspectives of lecturers and students at three selected campuses in the province of KwaZulu-Natal in South Africa. The research methodology is qualitative, in which a purposive sampling of 21 participants involved individual interviews. The interview of lecturers was due to their expected role in identifying and implementing some of the student support services. The students were involved in the study because they are the ones who benefit from the existence of such services and should therefore be in a better position to report on organisational conditions that enable utilization. Data analysis was thematic as guided by the academic and non-academic areas of student support services expected of nursing colleges. There was high agreement on the availability of systems to provide academic and non-academic student support services. However, there were limited coordinated, standardized, and structured efforts to implement them at different colleges. More so, lecturers reported a shortage of critical resources. The findings suggest improving conditions to utilize student support services effectively. It should help ensure that student support activities are well-coordinated, comprehensive, and aligned with policy.

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“…In South Africa, vocational education is viewed as a tool to boost the economy as well as eradicate poverty within communities. (Muchineripi, 2022;Sebola, 2022). Additionally, universities do not focus on hard skills, but they improve graduates' employability in a broad range of fieldsmeaning that a university's educational role is more comprehensive than that of a TVET college (Sebola, 2022).…”

Section: Role Of Tvetmentioning

confidence: 99%

Why TVET colleges are not attractive places of higher learning for South African high school learners?

Makola,

Dube,

Tabane

2023

IJRBS

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Annually, South African universities experience an overwhelming number of learners who are interested in enrolling with them because they are viewed as more appealing post-secondary school study options compared to technical and vocational education and training (TVET) colleges. Therefore, it is important to understand high school learners’ views of TVET colleges so that the issue of oversubscription at universities can be addressed and ensure TVET colleges are a favourable option for learners. In South Africa, most studies investigating TVET colleges as study options involve samples primarily of students already enrolled at TVET colleges. Therefore, this study aimed to investigate high school learners’ views on TVET colleges as a study option after high school. A qualitative study was conducted in which data was collected using a qualitative questionnaire from a sample of 42 high school learners from Grades 10, 11, and 12. Three themes were constructed from the data: the pull factors, the push factors, and the expectations of TVET colleges. Several misconceptions and expectations about TVETs were identified. As most studies used TVET students as study samples, the findings in this study have implications for TVET colleges as they provide insights into the perspectives of South African high school learners and how TVET colleges need to market themselves as viable study options.

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Exploring the Administration of Peer-Assisted Learning (PAL) as a Form of Academic Support at a TVET College in South Africa

Cited by 3 publications

References 32 publications

Assessing Students` Experiences of Psychosocial Support for Sustainable Learning at a South African TVET College

Assessing Students` Experiences of Psychosocial Support for Sustainable Learning at a South African TVET College

Exploration of the Organisational Conditions that Influence the Utilization of Student Support Services in South African Nursing Colleges

Why TVET colleges are not attractive places of higher learning for South African high school learners?

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