Exploring the lecturers’ perceptions of adult education and training level 4 on dropout, retention and throughput rate in the two community learning centres in greater Edendale.

Abstract

The study explores lecturers' perceptions of the Adult Education and Training (AET) Level 4 on the dropout, retention and throughput rate in the two Community Learning Centres (CLCs) in Greater Edendale. The purpose of the research study is to gain insight into the experiences of AET level 4 lecturers by exploring their perceptions of AET Level 4, particularly dropout, retention and throughput rate in the two CLCs in Greater Edendale and envisioning that through their perceptions, the functionality of the two CLCs in the Greater Edendale will be improved. The theoretical framework that guided the study was System Theory, which is about understanding how a particular group is interconnected, interrelating, interdependent, and influencing one another in a specific system. The research study used a qualitative approach based on an interpretivist approach. The study used multiple data-generating methods, including document analysis, semi-structured interviews, and focus group discussions. Purposive sampling helped ensure that the most suitable and relevant participants were selected. Thematic analysis has been used to analyse data by identifying patterns and themes. The findings revealed a mismatch between the students' learning needs and the lecturers’ training. There is a lack of alignment between the schools and AET. Also, there is a crucial need for full support from the Department of Higher Education and Training (DHET) in the CLCs regarding institutional resources. The findings also revealed that motivation is essential in retaining adult learners in CLCs. Furthermore, it was revealed that the current AET Level 4 curriculum emphasizes formal qualifications, while CLCs learners are interested in obtaining skills rather than qualifications. As a result, it fails to attract several adults and youth interested in completing a school qualification and in the market to alleviate poverty. The researcher concludes that although a General Education and Training Certificate for Adults is essential, it would be better if the CLCs focused on equipping learners with skills for entrepreneurship rather than preparing them for employment opportunities. The researcher recommends that educators be adequately trained to meet the needs of learners, which is likely to address issues such as dropouts. There must be a sound relationship between schools, AET and the college. A holistic approach must integrate formal and non-formal curriculum approaches, and skills taught in CLCs must align with the AET policy to suit adult learners’ needs.