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In South Africa’s ongoing effort to address youth unemployment and skills shortages, Technical and Vocational Education and Training (TVET) colleges play a critical role in equipping students with practical, market-relevant skills. However, the persistent misalignment between student qualification choices and labour market demands raises questions about the effectiveness of these institutions. This study investigates the factors influencing qualification choices and student satisfaction at TVET College in Limpopo, using an exploratory qualitative design. Semi-structured interviews were conducted with ten purposively selected students enrolled in National Certificate Vocational (NCV) programmes in Civil Engineering and Office Administration. Thematic analysis revealed that students’ choices were shaped by a combination of personal interests, socio-economic constraints, and limited career guidance. Drawing on Social Cognitive Career Theory (SCCT), the study interprets these choices through the lens of self-efficacy, outcome expectations, and personal goals. While many students expressed satisfaction with their qualifications, challenges such as academic misalignment and low employability prospects were evident. The findings highlight the need for strengthened career counselling and curriculum responsiveness to better align student aspirations with labour market realities.

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.

In South Africa’s ongoing effort to address youth unemployment and skills shortages, Technical and Vocational Education and Training (TVET) colleges play a critical role in equipping students with practical, market-relevant skills. However, the persistent misalignment between student qualification choices and labour market demands raises questions about the effectiveness of these institutions. This study investigates the factors influencing qualification choices and student satisfaction at TVET College in Limpopo, using an exploratory qualitative design. Semi-structured interviews were conducted with ten purposively selected students enrolled in National Certificate Vocational (NCV) programmes in Civil Engineering and Office Administration. Thematic analysis revealed that students’ choices were shaped by a combination of personal interests, socio-economic constraints, and limited career guidance. Drawing on Social Cognitive Career Theory (SCCT), the study interprets these choices through the lens of self-efficacy, outcome expectations, and personal goals. While many students expressed satisfaction with their qualifications, challenges such as academic misalignment and low employability prospects were evident. The findings highlight the need for strengthened career counselling and curriculum responsiveness to better align student aspirations with labour market realities.