Educational Decision making among Grade 9 learners in Cape Town
| 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.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.identifier.apacitation | Begbie, C. K. (2018). <i>Educational Decision making among Grade 9 learners in Cape Town</i>. (). University of Cape Town ,Centre for Higher Education Development ,Department of Sociology. Retrieved from http://hdl.handle.net/11427/29162 | en_ZA |
| dc.identifier.chicagocitation | Begbie, Ceclin Kirsty. <i>"Educational Decision making among Grade 9 learners in Cape Town."</i> ., University of Cape Town ,Centre for Higher Education Development ,Department of Sociology, 2018. http://hdl.handle.net/11427/29162 | en_ZA |
| dc.identifier.citation | Begbie, C. 2018. Educational Decision making among Grade 9 learners in Cape Town. University of Cape Town. | en_ZA |
| dc.identifier.ris | TY - Thesis / Dissertation AU - Begbie, Ceclin Kirsty AB - 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). DA - 2018 DB - OpenUCT DP - University of Cape Town KW - Educational decision making, educational outcomes, high school dropout, skill development LK - https://open.uct.ac.za PB - University of Cape Town PY - 2018 T1 - Educational Decision making among Grade 9 learners in Cape Town TI - Educational Decision making among Grade 9 learners in Cape Town UR - http://hdl.handle.net/11427/29162 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/29162 | |
| dc.identifier.vancouvercitation | Begbie CK. Educational Decision making among Grade 9 learners in Cape Town. []. University of Cape Town ,Centre for Higher Education Development ,Department of Sociology, 2018 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/29162 | en_ZA |
| dc.language.iso | en | en_US |
| dc.publisher.department | Department of Sociology | en_US |
| dc.publisher.faculty | Centre for Higher Education Development | en_US |
| dc.publisher.institution | University of Cape Town | 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 | Master Thesis | |
| dc.type.qualificationlevel | Masters |