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Annually, South African universities experience an overwhelming number of learners who are interested in enrolling with them because they are viewed as more appealing post-secondary school study options compared to technical and vocational education and training (TVET) colleges. Therefore, it is important to understand high school learners’ views of TVET colleges so that the issue of oversubscription at universities can be addressed and ensure TVET colleges are a favourable option for learners. In South Africa, most studies investigating TVET colleges as study options involve samples primarily of students already enrolled at TVET colleges. Therefore, this study aimed to investigate high school learners’ views on TVET colleges as a study option after high school. A qualitative study was conducted in which data was collected using a qualitative questionnaire from a sample of 42 high school learners from Grades 10, 11, and 12. Three themes were constructed from the data: the pull factors, the push factors, and the expectations of TVET colleges. Several misconceptions and expectations about TVETs were identified. As most studies used TVET students as study samples, the findings in this study have implications for TVET colleges as they provide insights into the perspectives of South African high school learners and how TVET colleges need to market themselves as viable study options.

Technical and Vocational Education and Training (TVET) colleges serve as crucial gateways for South African youth who are unable to access universities due to capacity limitations, financial barriers, or entry requirements. For many rural students, TVET colleges are not just a second choice but the only post-school option available. However, increasing evidence suggests that structural, pedagogical, and governance issues within certain TVET colleges compromise their ability to produce quality, employable graduates. This qualitative study examines systemic challenges that impact teaching quality, lecturer accountability, the language of instruction, admission practices, and student support in rural South African TVET colleges. Drawing on policy documents, academic research, parliamentary reports, and media investigations, the paper examines how these issues perpetuate inequality rather than alleviate it. Special focus is placed on the exclusionary effects of English-only instruction, lecturer oversight, inadequate support systems, dubious recruitment practices, and the admission of under-prepared students into technically demanding programs. The findings identify five interconnected themes that collectively impair graduate employability and student achievement. The study argues that without immediate reforms in lecturer training, accountability systems, and admission standards, TVET colleges risk becoming mere holding institutions instead of pathways to meaningful employment. The paper concludes by recommending stronger oversight, adaptable pedagogy tailored to local contexts, and governance centered on equity, ensuring that TVET colleges fulfil their developmental role in rural South Africa.

Technical and Vocational Education and Training (TVET) colleges serve as crucial gateways for South African youth who are unable to access universities due to capacity limitations, financial barriers, or entry requirements. For many rural students, TVET colleges are not just a second choice but the only post-school option available. However, increasing evidence suggests that structural, pedagogical, and governance issues within certain TVET colleges compromise their ability to produce quality, employable graduates. This qualitative study examines systemic challenges that impact teaching quality, lecturer accountability, the language of instruction, admission practices, and student support in rural South African TVET colleges. Drawing on policy documents, academic research, parliamentary reports, and media investigations, the paper examines how these issues perpetuate inequality rather than alleviate it. Special focus is placed on the exclusionary effects of English-only instruction, lecturer oversight, inadequate support systems, dubious recruitment practices, and the admission of under-prepared students into technically demanding programs. The findings identify five interconnected themes that collectively impair graduate employability and student achievement. The study argues that without immediate reforms in lecturer training, accountability systems, and admission standards, TVET colleges risk becoming mere holding institutions instead of pathways to meaningful employment. The paper concludes by recommending stronger oversight, adaptable pedagogy tailored to local contexts, and governance centered on equity, ensuring that TVET colleges fulfil their developmental role in rural South Africa.

Annually, South African universities experience an overwhelming number of learners who are interested in enrolling with them because they are viewed as more appealing post-secondary school study options compared to technical and vocational education and training (TVET) colleges. Therefore, it is important to understand high school learners’ views of TVET colleges so that the issue of oversubscription at universities can be addressed and ensure TVET colleges are a favourable option for learners. In South Africa, most studies investigating TVET colleges as study options involve samples primarily of students already enrolled at TVET colleges. Therefore, this study aimed to investigate high school learners’ views on TVET colleges as a study option after high school. A qualitative study was conducted in which data was collected using a qualitative questionnaire from a sample of 42 high school learners from Grades 10, 11, and 12. Three themes were constructed from the data: the pull factors, the push factors, and the expectations of TVET colleges. Several misconceptions and expectations about TVETs were identified. As most studies used TVET students as study samples, the findings in this study have implications for TVET colleges as they provide insights into the perspectives of South African high school learners and how TVET colleges need to market themselves as viable study options.