Enhancing the Transition of Rural High School Students to TVET College

Abstract

The aim of this study is to enhance the transition of rural high school students to TVET College. Literature indicates that rural high school students are given inadequate career guidance at schools, and when they register with TVET College, they experience the same problem of not being well-orientated to TVET College. Some key elements of this transition are common across students, including an adjustment to college-level academic standards, balancing coursework with other commitments and increased attrition. Rural high school students experience challenges when entering a TVET College since they must cope with basic needs and adjustment issues such as finding classes, changing schedules and dealing with feeling overwhelmed. In addressing the above challenges, the study is responding to the main research question of how to enhance the transition of rural high school students to TVET College to achieve the aim. This study employed a qualitative approach with the principles of participatory (PAR) action research as a methodology to generate data. Data was collected using focus group discussion. Purposive sampling of ten participants interested in getting detailed information about the research aim from one TVET college was employed. Findings were presented thematically by means of direct quotations and giving meaning to participants’ voices. The main finding of the study revealed that insufficient academic support for first-year rural students impacts their academic performance, and their emotional well-being increases the dropout rate at the TVET. The study recommends continuous support to the TVET first-year students as one of the best strategies to enhance the transition from high school.