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.
