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dc.contributor.advisorHlalele, Dipane Joseph.
dc.creatorButhelezi, Michael Mbongiseni.
dc.date.accessioned2021-03-30T13:16:14Z
dc.date.available2021-03-30T13:16:14Z
dc.date.created2020
dc.date.issued2020
dc.identifier.urihttps://researchspace.ukzn.ac.za/handle/10413/19244
dc.descriptionDoctoral Degree. University of KwaZulu-Natal, Durban.en_US
dc.description.abstractThe aim of this study was to explore a psychosocial support for sustainable learning at a public TVET (Technical Vocational Education and Training) college. In order for the aim of this study to be achieved, the following objectives guided the study:  To explore the current situation regarding psychosocial support for sustainable learning at a public TVET college;  To understand circumstances under which psychosocial support for sustainable learning at a public TVET college may be implemented successfully; To explore evidence of successful implementation of psychosocial support for sustainable learning at a public TVET college; To anticipate barriers to successful implementation of psychosocial support for sustainable learning at a public TVET college and to suggest how these may be circumvented; and  To explore a psychosocial support for sustainable learning at a public TVET college. Student Development Theory (SDT) by Chickering and Reisser is the theoretical framework that guided this study. SDT was significant because it deals with college students` identity development and it attempts to develop competency, manage emotions, move through autonomy toward interdependence, develop mature interpersonal relationships, establish identity, develop purpose and develop integrity of co-researchers. SDT as a theoretical framework further promotes empowerment, equity, social justice, hope, and liberation of the co-researchers. Development, empowerment, active participation, and collaboration are encouraged by SDT. In this study, co-researchers` views as voiceless and marginalised were also taken into consideration. Various emotional, social, and academic challenges experienced by co-researchers were indicated by reviewed literature. Much has also been written on student psychological support services at public TVET colleges. However, there are no studies that have been conducted on exploring a psychosocial support framework for sustainable learning at public TVET colleges. Therefore, in order to explore a psychosocial support framework for sustainable learning at a public TVET college; data had to be generated through Participatory Action Research (PAR) and these were generated at a campus in one of the public TVET colleges in KwaZulu-Natal Province. PAR is well-suited for SDT because they both develop competence, manage emotions, move through autonomy toward interdependence, develop mature interpersonal relationships, establish identity, and develop purpose and integrity of the voiceless and the marginalised. PAR also allows co-researchers to change their standard of living, discuss their realities, and talk with other people about changes. It further promotes collaboration and democracy and brings changes to co-researchers circumstances and situations. Co-researchers in this study comprised a Student Development Practitioner, a Social Worker, an Assistant Director (SSS), an Educational Psychologist, an SRC member, Report 191 lecturers, NC(V) lecturers, Report 191 students, and NC(V) students. All these co-researchers are directly affected by the absence of a Psychosocial Support (PSS) Framework for sustainable learning in a public TVET college. Critical Discourse Analysis (CDA) as a data analysis method was used to analyse data. CDA is well-suited for PAR and SDT because it changes the unacceptable situation with the assistance of co-researchers, it helps to understand meaning, and it also helps to make suggestions. CDA further emancipates the voiceless and the marginalised and it attempts to shape the society. Through discussions with co-researchers, it was established that there are barriers with regard to PSS that need to be attended to since co-researchers feel neglected and also oppressed. In order to deal with neglect, power inequalities, oppression, social, academic, and emotional needs, circumstances which should be met for successful implementation of psychosocial support for sustainable learning were identified by co-researchers. The key circumstances of the explored psychosocial support framework for sustainable learning at a public TVET college are as follows: reducing poor socio-economic status of public TVET college students; developing students` self-esteem; building students` resilience; dealing with students` stressful situations; promoting and encouraging peer counselling; providing training on dealing with emotional and social needs of students; reducing the high rate of absenteeism, and providing counselling skills and dealing with psychosocial challenges. Through confronting these circumstances, a psychosocial support framework for sustainable learning at a public TVET college was explored.en_US
dc.language.isoenen_US
dc.subject.otherPsychosocial support.en_US
dc.subject.otherSustainable learning.en_US
dc.subject.otherPublic TVET college.en_US
dc.subject.otherPsychosocial challenges.en_US
dc.titleA psychosocial support framework for sustainable learning at a public TVET College.en_US
dc.typeThesisen_US


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