National Certificate Vocational graduates and barriers to progression in South African Technical Vocational Education and Training

Abstract

Graduates of South Africa’s National Certificate (Vocational) (NC[V]) programme continue to face significant barriers in accessing higher education and securing meaningful employment. While Technical and Vocational Education and Training (TVET) is promoted as a dual pathway to academic and occupational opportunities, many NC(V) graduates encounter institutional and societal perceptions that limit their progression. This article investigates these challenges by focusing on the experiences of 15 NC(V) graduates in the Eastern Cape. The study employed a Participatory Action Research methodology, collecting data through Learning Cycle Group Meetings and Critical Life Narrative interviews. Grounded in Freire’s humanising pedagogy, the article explores how systemic misalignments between vocational training, university admission criteria, and employer expectations restrict graduates’ agency and opportunities. The analysis highlights the disconnect between the intention of the NC(V) qualification and its reception in both academic and labour market spaces.

Contribution: The study calls for more responsive policy frameworks and practical reforms that enable meaningful progression for TVET learners. The article contributes to rethinking vocational pathways to be more inclusive, credible, and responsive to student aspirations and societal needs.