Educational Decision making among Grade 9 learners in Cape Town

 

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dc.contributor.advisor Luckett, Kathy
dc.contributor.author Begbie, Ceclin Kirsty
dc.date.accessioned 2019-01-15T10:58:10Z
dc.date.available 2019-01-15T10:58:10Z
dc.date.issued 2018
dc.identifier.citation Begbie, C. 2018. Educational Decision making among Grade 9 learners in Cape Town. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/29162
dc.description.abstract The need for higher skill levels in South Africa’s labour market warranted an investigation into why some learners from poor communities make the decision to leave high school at the end of Grade 9, whilst other learners continue to Grade 12 or tertiary education. This exploratory, longitudinal study investigated the Educational Decision Making (EDM) of 16 Grade 9, Coloured, male learners from poor neighbourhoods in Cape Town. This study identified the socio-economic factors that influenced participants’ EDM to consider leaving the school system at the end of Grade 9, or continue their education. The study applied Miles and Huberman’s (1994) approach to identify links between the socio-economic factors that influenced EDM, and to understand the learners’ educational context. These interactions were investigated using Bronfenbrenner’s Ecological Systems Framework, comprising 5 traversing and Huberman’s (1994) approach to identify links between the socio-economic factors that influenced EDM, and to understand the learners’ educational context. These interactions were investigated using Bronfenbrenner’s Ecological Systems Framework, comprising 5 traversing layers, namely, the micro-system, meso-system, exo-system, macro-system, and chronosystem (Watts, Cockcroft & Duncan, 2009). This qualitative study drew on semi-structured, one-on-one interviews with learners in their Grade 9 year in 2015, and makes use of followup telephonic interviews (2016) and enrolment records (2017) to verify the findings. All learners made the decision to continue to Grade 12 or tertiary education. Examples of negative influences on EDM included socio-economic challenges presented by South Africa’s transition to democracy (Chrono-system), which impacted on other systems, including inadequate school facilities (exo-system), a family history of school dropout (mesosystem), and financial instability (micro-system). Examples of positive influences on EDM included financial stability in the household (mesosystem), and the resilience and agency of learners (microsystem). en_US
dc.language.iso en en_US
dc.subject Educational decision making, educational outcomes, high school dropout, skill development en_US
dc.title Educational Decision making among Grade 9 learners in Cape Town en_US
dc.type Thesis / Dissertation en_US
dc.type Thesis / Dissertation en_ZA
dc.publisher.institution University of Cape Town en_US
dc.publisher.faculty Centre for Higher Education Development en_US
dc.publisher.department Department of Sociology en_US
dc.type.qualificationlevel Masters Degree en_US


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