Studiestaking aan landbou-opleidingsinstellings: waarskynlike oorsake en moontlike strategieë vir studente-ondersteuning

Abstract

English: Student dropout in South Africa increasingly receives attention as approximately one quarter of students admitted to higher education institutions discontinue their studies during the first year. This investigation aimed to determine why students discontinue or extend their studies. Using a qualitative approach and in-depth interviews, data was generated from seventeen students who dropped out from four acgriculture training institutions. Findings indicate that dropout can be attributed mainly to academic and/ or social factors. These factors prevent adequate learning integration, essential to studying successfully. Various factors appear to be responsible for inadequate academic integration while ineffective social integration could be the result of too little or unbalanced and unhealthy social activities. A theoretical framework is proposed that could offer improved understanding and prevention of student dropout.

Afrikaans: Studiestaking in Suid-Afrika ontvang toenemend aandag aangesien dat ongeveer ’n kwart van alle studente hul studies gedurende die eerste studiejaar staak. Hierdie ondersoek wou vasstel waarom studente aan landbou-opleidingsinstellings studies staak of verleng. ’n Kwalitatiewe ondersoek en in-diepte onderhoude met sewentien stakelingstudente van vier landbou-opleidingsinstellings bevind dat studente hul studies hoofsaaklik staak weens akademiese of sosiale redes en dat dat bepaalde faktore leerintegrasie verhoed. Laasgenoemde is essensieel vir studiesukses. Bevindinge dui ook daarop dat ’n verskeidenheid faktore onvoldoende akademiese integrasie bevorder terwyl die vernaamste faktore wat bydra tot ’n gebrek aan sosiale integrasie, swak deelname aan of ’n ongesonde balans in sosiale aktiwiteite is. ’n Teoretiese raamwerk word voorgestel waarmee die uitvalverskynsel in landbou-opleiding beter begryp en voorkom kan word.