A critical exploration of the meanings and connotations of graduate attributes in a South African TVET college: a case study of a TVET college in the Western Cape

Retief, Cornelis

A critical exploration of the meanings and connotations of graduate attributes in a South African TVET college: a case study of a TVET college in the Western Cape

Thesis / Dissertation

2025

Publisher

University of Cape Town

Department

School of Education

Faculty

Faculty of Humanities

Abstract

The study aimed to critically examine the meanings and connotations of graduate Attributes within the South African TVET system, with a particular focus on a TVET College in the Western Cape. The study sought to explore the nuanced perspectives of graduate Attributes as perceived by educational institutions and graduates (NATED HR), as well as their relevance and impact within the industry. It examined how vocational education and training defined, perceived, and valued these attributes. It challenges the traditional view of industry requirements, suggesting that graduate attributes in vocational education should be context specific. The research focuses on three questions: What are the various meanings and conceptualisations of graduate Attributes within the context of the NATED HRM programme at a TVET College in the Western Cape? What are the specific graduate Attributes emphasised in the HRM programme a TVET College in the Western Cape, and how are they integrated into the curriculum? What are the perceptions of HRM graduates and teachers regarding the contextual factors affecting the understanding of graduate Attributes? A qualitative case study design was adopted, involving 21 participants (10 lecturers and 11 graduates) selected through purposive sampling. Data were collected through semi- structures interviews until saturation was reached. The study found that key graduate attributes, such as communication, critical thinking, problem-solving, and adaptability amongst others, were emphasised in the HRM program. These attributes were integrated through practical exercises, assessments, and group activities, though their implementation varied across courses. Teaching methodologies like experiential learning and collaborative activities were found to be crucial in developing these attributes. Both graduates and lecturers agreed that attributes such as job readiness and adaptability are essential for workplace success. However, challenges such as time constraints in the curriculum were noted. In conclusion, the study highlights the importance of graduate attributes in improving workforce preparedness. While the HRM programme at a TVET College in the Western Cape effectively integrates these attributes, further improvements in curriculum consistency and structured support are needed to enhance employability outcomes.

Keywords

TVET College

Western Cape

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