Exploring experiences in managing student absenteeism in national certificate vocational programme at Technical and Vocational Education and Training colleges, Limpopo province.

Abstract

This study explores effective process to ensure students’ attendance through Margaret Archer’s realist social theory in the National Certificate Vocational (NCV) Programme of TVET Colleges in Limpopo Province. Previous research shows that student absenteeism in TVET Colleges has been and still is a serious problem in TVET Colleges. This is supported by Kasita (2019: 14), who found that there was a high level of student absenteeism in the TVET colleges and further indicated that student absenteeism is increasing. Additionally, Ash (2023: 22) also argued that chronic absenteeism among students is a trend that is growing and it is important for further research to be conducted in the area. This study, therefore, developed a model on a clear process to be followed to effectively manage student absenteeism. This was done within and beyond the current policies in place within the Department of Higher Education and Training, with specific focus on TVET Colleges in South Africa. The researcher used qualitative approach to explore a clear process to follow in managing student absenteeism in TVET Colleges. A case study method was applied to achieve the purpose of this study. Data were collected utilizing semi-structured interviews through individual interviews and document analysis. The population consisted of 22 participants, which included 10 lecturers, 6 students, 4 education specialists and 2 student support services officers. All these participants were purposefully sampled from 2 campuses of TVET Colleges in Limpopo province. Data analysis was done using the thematic data analysis method. The researcher observed issues of ethical considerations such as privacy, safety and voluntary participation. The findings showed that there is a serious challenge of student absenteeism, with various contributory factors which includes amongst others, a bad culture of student attendance, a culture of mismanagement of attendance registers by lecturers, NSFAS funding issues, lack of understanding of the student attendance policy and lack of policy implementation. The findings of this research may contribute strategies and assist the Department of Higher Education and Training, especially TVET Colleges, policy makers, lecturers and managers to ensure better management of student absenteeism in TVET colleges.