Ngozwana, M N (2018) Career aspirations of construction TVET learners in South Africa. PhD thesis, University of Pretoria, South Africa.
Abstract
This thesis argues that changes in training and skills development in construction careers and the decline in fulltime employment opportunities in the industry have affected the absorption of new entrants. Learners struggle to access practical workplace training resulting in many failing to complete their qualifications and qualify as artisans. Understanding learners’ aspirations for choosing construction careers is important for the development of industry aligned training programmes and absorption into workplaces. This study investigated the career aspirations of learners enrolled in the construction NC(V) programme at TVET colleges using Gottfredson’s theory of circumscription and compromise. The study examined the reasons learners choose construction careers, the compromises that influence these decisions and the learners’ expected careers after graduating from college. The study used questionnaires and focus group discussion to study the educational and socioeconomic background of learners enrolled in the NC(V) programme at two colleges. Their motivation for enrolling in construction programmes, experiences at college and its impact on their career expectations were also investigated. The study concludes that the construction TVET programme attracts an equal number of Grade 9 and 12 learners, evenly spread between female and male participants. The study further shows that role models and parental education does not seem to have a significant influence of career aspirations, and learners mainly get information on construction careers from the electronic media. The study concludes that learners enrol in TVET colleges because of accessibility and availability of financial support in these colleges. The study makes the following recommendation to meet the career aspirations and improve the career outcomes of construction TVET learners. Firstly, school level career guidance must be initiated at Grade 9 to assist learners with their subject and post school educational choices. TVET colleges must establish closer working relationship with industry to expose learners to construction careers early in their studies. Partnerships must be initiated between the construction industry and TVET colleges to assist learners to differentiate between the different construction careersand the educational streams required to reach them. And lastly, encouraging and supporting female participation in the construction industry by exposing learners to areas of specialisation that offer careers beyond the conventional, physically demanding construction trades.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Thesis advisor: | Herman, C |
| Uncontrolled Keywords: | South Africa; accessibility; careers; education; employment; focus group; motivation; participation; skills; specialisation; training |
| Index terms: | construction industry, media, employment, partnership, role model, qualification, accessibility, South Africa, questionnaire, career, stream, programme, motivation, skills development, focus group, specialization |
| Subjects: | psychology, Geography, educational resources, inclusive design, business, data collection methods, industry analysis, sociology, partnership management, project controls, professional development, personnel development, water management, management |
| Topics: | Roles and Professions, Stakeholder Management, Information Management, Research Practice, Business Strategy, Time Control, Human Resources, Design Practice, Sustainability, Geographical Context, Education |
| Descriptive scope: | 5 PCTEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here