Students’ voices in vocational education : a sociological exploration

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dc.contributor.advisor Molapo, Sepetla
dc.contributor.postgraduate Motsatsi, Patience Makgabaneng
dc.date.accessioned 2024-02-12T07:56:57Z
dc.date.available 2024-02-12T07:56:57Z
dc.date.created 2024-04
dc.date.issued 2024-01-30
dc.description Dissertation (MSocSci (Sociology))--University of Pretoria, 2024. en_US
dc.description.abstract This dissertation offers a comprehensive sociological investigation into students' perspectives in vocational education in Pretoria, South Africa. It seeks to elucidate the underlying reasons guiding students' preference for vocational education over traditional academic pathways, primarily focusing on social and educational policy and practice. Adopting a qualitative research methodology, the study explores insights from semi-structured interviews conducted with fifteen students engaged in local technical colleges. It critically analyses how students' perceptions of vocational education impact their motivation, active engagement, and overall learning experience. A detailed examination of the contributing factors that drive such educational choices is presented, emphasising the roles of familial influence, resource accessibility, and the overall quality of available academic programs. The study also probes into the intricate interactions between these elements and how they collectively inform students' decision-making processes. In addition, this research underscores the potential long-term consequences associated with the choice of vocational education. This includes implications for economic prospects, job market accessibility, and opportunities for social mobility. The study's findings highlight a significant correlation between students' sense of belonging and purpose in their education and the alignment of their vocational training with career aspirations. Furthermore, it underscores the importance of nurturing an educational environment conducive to dialogue and collaboration and one that promotes active learning and participation. This work contributes substantially to the emerging body of knowledge on the role of student voices in vocational education and implies potential implications for policy makers, educators, and stakeholders within the educational sector. It is hoped that the insights gleaned from this research will help in formulating effective strategies and policies aimed at enhancing vocational education experiences. en_US
dc.description.availability Unrestricted en_US
dc.description.degree MSocSci (Sociology) en_US
dc.description.department Sociology en_US
dc.description.faculty Faculty of Humanities en_US
dc.description.sdg SDG-04: Quality Education en_US
dc.identifier.citation * en_US
dc.identifier.doi https://figshare.com/s/95e4103e148715f71273 en_US
dc.identifier.other A2024 en_US
dc.identifier.uri http://hdl.handle.net/2263/94448
dc.language.iso en en_US
dc.publisher University of Pretoria
dc.rights © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subject UCTD en_US
dc.subject Vocational Education en_US
dc.subject Students Perceptions en_US
dc.subject Educational Choice en_US
dc.subject Policy and Practice en_US
dc.subject Social Mobility en_US
dc.subject Economic Prospects en_US
dc.subject South Africa en_US
dc.subject SDG-04: Quality Education
dc.subject.other Sustainable Development Goals (SDGs)
dc.subject.other SDG-04: Quality Education
dc.subject.other Humanities theses SDG-04
dc.title Students’ voices in vocational education : a sociological exploration en_US
dc.type Dissertation en_US


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