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Title: Finding your way in qualitative research 
Authors: E. Henning, W. van Rensburg and B. Smit 
Year: 2004 
Publisher: Van Schaik 
ISBN: 0-627-02545-5 (paperback, 179 pages) 
'It's like trying to navigate a dangerous, and mainly uncharted raging river, full of hidden currents and submerged rocks, only no-one will give you a boat that doesn't leak.' This quote, taken from the diary of a postgraduate student attempting to conduct qualitative research for the first time, succinctly and trenchantly summarises the frustration and confusion often faced by 'novice' qualitative researchers. 
Whilst the use of qualitative methods in conducting research within ..

Finding your way in qualitative research, E. Henning, W. van Rensburg and B. Smit : book review

The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as we...

http://digitalknowledge.cput.ac.za/bitstream/11189/7678/1/Retention%20and%20attrition%20among%20national%20certificate.pdf

Retention and attrition among National Certificate (Vocational) Civil and Construction students in South African TVET

Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2018

http://etd.cput.ac.za/bitstream/20.500.11838/2910/1/Gaffoor_Aasief_203000420.pdf

Factors influencing programme completion of National Certificate (Vocational) students at a college in the Western Cape, South Africa

Student dropout, also called ‘early departure’, is a significant problem in South Africa’s post-school education and training (PSET) landscape, specifically in the technical and vocational education and training (TVET) sector. The challenge of student retention and programme completion (the antithesis of dropping out) is equally significant and important to TVET institutions, the state department responsible (Department of Higher Education and Training) and the South African economy. Early departure negatively influences the success rates of educational institutions. It also influences the chances of personal employment and financial well-being of individual students, causing financial ripple effects on society and government. Students’ decisions to remain or leave college or a programme are influenced by a variety of individual and social factors, both internal and external, including people close to the students and the policies, systems and structures within which students interact. These factors also encompass the quality and friendliness of teachers, social interaction with teachers and peers, and the role played by friends in academic achievement. This article reports on a study of student perspectives on the internal and external factors that influence their retention in, and completion of, a TVET college Business Studies National Certificate (Vocational) (NC(V)) programme in the Western Cape, South Africa. An improved understanding of student experiences, intentions, and decision-making processes leading to persistence provides a foundation for improving student retention and programme completion in a TVET environment.

Factors influencing the intention of students at a selected TVET college in the Western Cape to complete their National Certificate (Vocational) Business Studies programme

Contextual factors may influence the learning of agricultural programmes in Technical and Vocational Education Training (TVET) colleges. This study employed a quantitative approach to explore the impact of contextual factors on learning agricultural programmes in TVET colleges in the Limpopo Province of South Africa. The study surveyed 240 students from three TVET colleges. Purposive sampling was used to select the TVET colleges that offer agricultural programmes. Data was collected through a questionnaire to understand the impact of contextual factors on the students learning agricultural programmes. Data was analysed using Microsoft Excel 2016 and was presented in the form of a table. Based on Mitzelâ€™s (1969) model, the impact of the contextual factors will help to guide TVET colleges when recruiting agriculture students. The results of the study indicated that contextual factors such as the student's prior experience, knowledge, skills, and personality traits have an impact on the learning of agricultural programmes in TVET colleges. The study recommends that upon recruiting TVET students, contextual factors such as prior knowledge and skills, prior experience as well as personality traits should be tested. https://doi.org/10.26803/ijlter.20.5.16

https://ijlter.org/index.php/ijlter/article/download/3694/pdf

The Impact of Contextual Factors on Learning of Agricultural Programmes in Technical and Vocational Education Training Colleges, South Africa

http://etd.cput.ac.za/bitstream/20.500.11838/2499/1/204211875-Lawrence-Mark-Neville-M.Ed-Education-Edu-2017.pdf

Factors contributing toward attrition of engineering students at public vocational colleges in the Western Cape

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Factors contributing toward attrition of engineering students at public vocational colleges in the Western Cape