Original Research

Whispers of potential: Barriers to qualification completion of National Accredited Technical Education Diploma programmes in a selected TVET College

Bubele Nogcantsi, Lynette L. Mbatha

Received: 30 Apr. 2025; Accepted: 05 July 2025; Published: 21 Aug. 2025

Copyright: © 2025. The Author(s). Licensee: AOSIS.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This article investigates the systemic barriers impeding qualification completion for students enrolled in National Accredited Technical Education Diploma (NATED) programmes at a South African Technical and Vocational Education and Training (TVET) college, focusing on the critical interplay between financial support and Work-Integrated Learning (WIL). Framed by Bean and Metzner’s Conceptual Model of Nontraditional Student Attrition, which highlights the impact of environmental variables on student persistence, a mixed-methods approach was employed. Quantitative data were collected through a survey of NATED Civil Engineering students and analysed using descriptive statistics, while qualitative insights were gathered via focus groups and interviews with college staff, National Student Financial Aid Scheme (NSFAS) representatives, and student leaders, and analysed thematically. The findings reveal that inadequate financial support is the major impediment to qualification completion. While the NSFAS facilitates access to theoretical components, the absence of dedicated funding for mandatory WIL placements creates a major impediment. This lack of financial support, coupled with difficulties in securing suitable placements and administrative hurdles, leads to substantial delays in qualification completion and diminishes graduate employability. The article argues for a restructuring of funding models, including NSFAS and Sector Education and Training Authority (SETA) provisions, to incorporate comprehensive support for WIL-related expenses.

Contribution: Furthermore, it recommends strengthened institutional support for WIL placement coordination and enhanced collaboration between TVET colleges, industry, and policymakers. Addressing these systemic barriers is crucial to unlocking the unrealised potential of TVET students, improving qualification completion rates, and ensuring a more effective contribution to national skills development and economic growth.

Keywords: work-integrated learning; NATED programmes; TVET colleges; financial support; student attrition; qualification completion; systematic barriers.

Introduction

South African Technical and Vocational Education and Training (TVET) colleges, which provide vocational and occupational education, play a critical role in addressing socio-economic inequalities and supporting national development through skills provision and facilitating job placement (DHET 2013; Mabunda 2018). However, low throughput rates are a significant concern. In 2020, only 11.1% of National Certificate (Vocational) (NC[V]) Level 2 students (a high school exit qualification with a vocational specialisation) completed within the expected timeframe, indicating substantial structural issues such as inadequate support, curriculum misalignment, and socio-economic barriers (Department of Higher Education and Training [DHET] 2013). This article focuses on challenges within the South African TVET sector, specifically the National Accredited Technical Education Diploma (NATED) programme (a post-school vocational qualification leading to a diploma) and its Work-Integrated Learning (WIL) component, both essential for workforce preparation.

Research highlights numerous interacting factors affecting student performance and throughput (Makibinyane & Khumalo 2021). This article specifically investigates the intricate relationship between financial support for WIL within NATED programmes and student throughput. While existing studies mention WIL as a factor in low throughput (Khuluvhe 2023; Lloyd, Miller & Swart 2024; Makibinyane & Khumalo 2021), a notable research gap exists concerning the specific link between current financial support structures and the practical implementation of WIL. This lack of financial support for WIL can be a major impediment to qualification completion, limiting the effectiveness of TVET programmes in producing employable graduates and contributing to low completion rates. By examining these connections, this article aims to identify systemic obstacles and propose interventions to enhance student educational and professional pathways. Understanding financial support and barriers to WIL is crucial for economic transformation and social mobility.

NATED TVET students encounter significant systemic barriers that hinder their ability to complete WIL, negatively impacting qualification attainment and employment prospects. This article examines the complex relationship between WIL completion requirements and barriers to qualification completion in NATED programmes, focusing on identifying structural barriers affecting students’ qualification attainment and employment prospects.

This research is vital for educational and economic transformation, as well as individual social mobility. By analysing the complex interactions between financial support, WIL implementation, and student progression, this article aims to provide actionable insights for policymakers, institutions, and stakeholders in the TVET sector. It moves beyond description to offer a nuanced understanding of the systemic barriers hindering students’ ability to undertake WIL, the influence of current funding mechanisms on this, the broader factors contributing to low qualification completion rates and, ultimately, how these challenges impact students’ academic and employment trajectories. This understanding is crucial for proposing strategic interventions.

Literature review

This review examines the relationships between financial support mechanisms and WIL requirements in TVET colleges, and their impact on student qualification attainment and employability.

The TVET landscape: Qualifications, WIL, and systemic issues

South African TVET institutions offer NC(V) and NATED qualifications, each with distinct structures and requirements (DHET 2020; Republic of South Africa [RSA] 2006). NATED programmes, with their longer duration and specific WIL requirements, present particular challenges (Jansen 2020). Effective WIL implementation, intended to integrate theory and practice, is hampered by funding constraints and low throughput rates (Bhorat, Kimani & Pillay 2018; DHET 2013; Lloyd et al. 2024). These issues raise concerns about the TVET sector’s capacity to prepare students for the labour market and contribute to economic growth (McGrath et al. 2020). Persistently low throughput rates (DHET 2013; Lloyd et al. 2024) suggest a structural dysfunction, questioning the return on investment in TVET and its ability to meet critical skills demands.

The foundational context of the TVET system

Globally, TVET is recognised as crucial for education and workforce development. International organisations such as the Group of Twenty (G20), Organisation for Economic Co-operation and Development (OECD), International Labour Organisation (ILO), and United Nations Educational, Scientific and Cultural Organisation (UNESCO) emphasise its role in fostering economic growth, enhancing social mobility, and addressing youth unemployment. However, the effectiveness of TVET systems varies internationally, with ongoing debates regarding the balance of theory and practice, industry involvement, and the government’s role.

In South Africa, TVET colleges were established through the Further Education and Training (FET) Act 98 of 1998 to provide skills aligned with national socio-economic needs (Khambule 2019). While the Act was a significant development, the sector’s effectiveness in addressing skills gaps and unemployment remains a subject of debate (Kraak 2008). TVET programmes include full-time, part-time, and distance learning, with full-time students generally funded by the NSFAS. The focus on full-time students in NSFAS funding raises equity concerns, potentially excluding those benefitting from flexible learning options (Council on Higher Education [CHE] 2023), highlighting the need for more nuanced funding approaches.

Financial support for TVET college students

NSFAS provides bursaries to eligible South African students in public higher education institutions (Bhorat et al. 2018), positively impacting student access and progression. However, concerns exist regarding administrative inefficiencies, inadequate funding levels, and sustainability (CHE 2023). With a budget exceeding 45 billion rand (Bosiu 2024), NSFAS covers accommodation, transport, and personal care for TVET college students, though the adequacy of these allowances is questioned (Zulu & Mutereko 2020).

NSFAS funding policy stipulates that in TVET colleges, funded students must be enrolled for NC(V) Levels 2, 3, and 4, and N1 to N6 for NATED programmes (Bhorat et al. 2018). Crucially, funding is limited to the theoretical component of NATED qualifications, excluding mandatory WIL. Progression criteria that withdraw funding for repeating students may increase dropout rates (CHE, 2023). Policy limitations regarding part-time students, insufficient allowances, and a lack of support for students with disabilities raise equity concerns. Furthermore, the policy’s limited focus on employability outcomes may undermine TVET’s long-term impact. Addressing these gaps could enhance student retention, completion, and employability. This article examines how WIL and financial support affect student success in TVET colleges.

Importance of WIL for TVET students

WIL enables students to apply academic learning to practical experiences (Martin 2019). The conceptualisation of WIL is multifaceted, encompassing various forms of experiential learning with differing philosophical underpinnings (Martin 2019; Molele, Khoza & Skosana 2024). NATED programmes incorporate both theory and WIL components, with WIL typically following the theoretical phase (DHET 2013; Martin 2019). WIL is vital for skill acquisition and complements TVET curricula (Papier 2020). Its effectiveness hinges on placement quality, student support, and curriculum alignment (McGrath et al. 2020), bridging the gap between academia and the professional realm by developing relevant skills (Molele et al. 2024). However, its efficacy depends on the relevance of the experience, learning opportunities, and support from institutions and employers (Riipen 2024).

WIL has garnered significant attention within the TVET sector, its value being complex and requiring nuanced understanding (Molele et al. 2024). Initiatives such as the Swiss-South African Cooperation Initiative (SSACI) have aimed to improve WIL (Makibinyane & Khumalo 2021). Studies suggest positive outcomes, including enhanced theory-practice integration, networking opportunities, and improved workplace readiness. However, limitations related to context and sample size warrant consideration.

Challenges of WIL implementation

Effective WIL implementation encounters challenges, notably in securing suitable placements (Makibinyane & Khumalo 2021). Difficulties in obtaining placements stem from structural factors like limited labour market capacity, employer reluctance to invest in training, and weak industry-college partnerships (McGrath et al. 2020). Despite the Further Education and Training Colleges Act of 2006 mandating TVET colleges to provide access to WIL, it remains a persistent challenge.

A DHET report indicated that approximately 65% of TVET graduates struggle to secure workplace experience due to a scarcity of host employers, particularly in proximity to college locations (Mabuza 2020). Geographical disparities and a lack of employer stipends, compounded by inconsistent Sector Education and Training Authority (SETA) funding, create significant barriers. The absence of stipends can lead to financial hardship and inequity for students.

Improved institutional support and innovative models could mitigate these barriers (McGrath et al. 2020; Molele et al. 2024). A systemic and collaborative approach involving TVET colleges, industry, government, and other stakeholders is essential. Solutions necessitate addressing structural and economic challenges that impede WIL, such as strengthening industry-college linkages and developing sustainable funding models. This aligns with the research question concerning the influence of NSFAS and WIL on student success. Identifying gaps in WIL support is crucial for understanding employability challenges and informing interventions.

Research has examined industry workplace learning for TVET lecturers, highlighting various challenges (Bomani, Pillay & Mesuwini 2020; Jansen 2020; Khambule 2019; Mabunda 2018). However, a gap exists in the literature regarding funding models for WIL and their impact on graduate throughput. Current NSFAS policy funds only 18 months of NATED theory, requiring TVET colleges to seek WIL funding from SETAs and other bodies, a process often fraught with difficulties. This lack of consistent funding undermines the emphasis on workplace-based learning and the relevance of TVET qualifications without practical experience. Hence, this article explores funding and support challenges for WIL and their impact on educational outcomes, aiming to inform policy recommendations.

Throughput rate in the TVET sector

The TVET sector in South Africa grapples with significant challenges in student progression and qualification completion. The DHET identifies low throughput rates as a critical impediment, indicative of structural dysfunction (DHET 2013). Factors influencing student performance and throughput include family background, educational difficulties, poor attendance, inadequate infrastructure, limited lecturer development, insufficient career guidance and academic support, and inadequate Student Support Services (SSS) staffing (Makibinyane & Khumalo 2021).

These factors interact in complex ways. Inadequate infrastructure limits access to resources, affecting teaching and learning and contributing to poor attendance. Insufficient support services can exacerbate challenges for students from disadvantaged backgrounds. Systemic issues such as curriculum relevance, teaching quality, and institutional management also contribute to low throughput (Kraak 2008).

Low throughput has far-reaching consequences, affecting individual students, the TVET sector’s credibility, and the economy. It hinders employment prospects, limits the supply of skilled labour, and represents a waste of resources. Addressing this requires a multi-faceted approach focusing on student support, curriculum improvement, industry linkages, and quality assurance. Further research is needed on the long-term impact of low throughput and the effectiveness of policy interventions.

Theoretical framework

This article employs Bean and Metzner’s (1985) Conceptual Model of Nontraditional Student Attrition (CMNSA) as its analytical lens to examine the interplay between institutional structures, financial support, and student progression in TVET colleges. The CMNSA framework conceptualises these colleges as social spaces where background, academic, environmental, psychological, and social variables either facilitate or impede educational attainment. This framework is particularly relevant due to its recognition of external factors influencing nontraditional students, whose academic journeys are significantly shaped by environmental variables. While valuable for understanding attrition, the CMNSA model has been critiqued for potentially overemphasising individual student characteristics at the expense of institutional factors (Tinto 1993) and for its applicability across diverse student populations and educational contexts (Berger & Milem 2000). Therefore, a critical evaluation and appropriate adaptation of the model are essential for this study’s specific context.

The CMNSA framework is pertinent to this investigation because its emphasis on environmental variables aligns with the financial constraints many TVET students face in completing work-integrated learning. Its recognition of the interaction between academic and non-academic factors offers a comprehensive perspective for analysing WIL completion challenges. Furthermore, the model’s adaptability allows for its tailoring to the South African TVET system, rendering it a suitable theoretical foundation. This adaptation addresses the unique challenges faced by TVET students in South Africa, particularly the critical role of WIL in qualification completion and the specific funding mechanisms influencing access to it.

This article extends Bean and Metzner’s model by focusing on the intersection of financial support and practical training requirements within the TVET sector. The adapted framework is illustrated in Figure 1.

FIGURE 1: Adapted from Conceptual Model of Nontraditional Student Attrition.

Background variables (educational goals, prior academic achievement, and demographic factors) are analysed in relation to personal circumstances and financial constraints, offering a comprehensive understanding of the factors influencing students’ capacity to complete WIL. These variables are particularly salient in the South African context, where historical inequalities and socioeconomic disparities can significantly affect students’ access to educational resources. Academic variables consider study habits and academic advising in relation to WIL requirements and the alignment of course availability with WIL placement opportunities. Institutional guidance on WIL opportunities and funding options is a crucial element here, highlighting the importance of effective support services. Environmental variables include financial constraints that act as structural barriers to WIL participation, such as employment hours, family responsibilities, and the geographic and economic accessibility of WIL opportunities. These environmental factors are particularly relevant in South Africa, where poverty, location, and limited transport can create significant barriers. The psychological dimension explores utility perceptions and goal commitment concerning WIL completion, alongside stress related to financial constraints and student persistence in facing WIL challenges.

While the CMNSA model traditionally gives less weight to social integration for nontraditional students, these variables gain importance in the TVET context. Peer support, faculty contact, and industry relationships are critical in students’ navigation of WIL requirements and funding options. These social connections often provide informal support, particularly where formal institutional support may be limited, which is especially important for students from disadvantaged backgrounds in South Africa.

This theoretical foundation supports the article’s objective of understanding how financial support mechanisms influence TVET students’ ability to complete their qualifications, particularly concerning WIL accessibility and completion. The framework’s comprehensive nature ensures the research captures the multifaceted aspects of student retention and success in the TVET sector, while maintaining a focus on the critical role of financial support and WIL completion in student outcomes. The adapted model offers a valuable tool for analysing the complex interplay of factors influencing student progression in TVET and for developing effective interventions.

Extensive research on attrition and completion rates in the TVET sector often focuses on reasons for these trends. Sooklal (2005) identified factors such as students’ coping abilities, lecturer competence, and limited university articulation prospects. Other scholars (Mabunda 2018; Mabuza 2020; Molele et al. 2024) concur on high dropout rates, representing a significant cost to the DHET with no return on investment. The National Development Plan’s (NDP) vision of 300,000 job placements for unemployed youth by 2030 (DHET 2013) faces challenges given these high attrition rates. This adapted theoretical framework directly aligns with the article’s research questions by illuminating how various factors interact with financial challenges to influence TVET students’ WIL completion and qualification attainment. Furthermore, this perspective suggests that addressing financial barriers alone is insufficient; successful interventions must consider the complex interplay of academic, environmental, psychological, social, and background factors influencing student success in TVET education, necessitating a holistic approach to student support.

Research methods and design

This article adopted a mixed-methods approach, integrating quantitative and qualitative methods to achieve a comprehensive understanding of the research problem. Quantitative data were collected via a survey, and qualitative data through semi structured interviews, focus groups, and document analysis. This mixed-methods design capitalised on the complementary strengths of both traditions, enabling a nuanced exploration of the complex relationships between financial support and WIL implementation (Leko et al. 2023). The integration of methods facilitated a more complete understanding than either method could have provided independently, with quantitative data offering a broad overview and qualitative data providing in-depth contextual insights.

The quantitative component employed stratified random sampling from a population of 210 NATED Civil Engineering students at one college. A sample of 21 students (approximately 10%) was selected to ensure representation across NATED levels (N4, N5, N6). While this probabilistic approach aimed for statistical representativeness, the small sample size limits the generalisability of the quantitative findings to the wider population of NATED Civil Engineering students in South Africa. Future research with larger samples is recommended. The quantitative instrument comprised closed-ended questions on funding experiences, WIL challenges, and the impact of financial support on academic progression. Instrument validity and reliability were addressed through a pilot study and Cronbach’s alpha assessment. A narrative question explored the impact of non-completion on students’ employability, enriching the quantitative data with qualitative insights. Data analysis was conducted using Microsoft Excel, employing descriptive statistical methods (frequency distributions, percentages, graphical representations) to identify patterns and trends.

The qualitative dimension involved three focus groups and in-depth interviews with 19 key stakeholders from the TVET college ecosystem. Participants included lecturers, SSS and WIL assistant directors, NSFAS officers, student representatives, and the Student Representative Council (SRC) president. Purposeful selection ensured diverse perspectives on the research problem. Qualitative data were analysed thematically to identify emerging patterns and themes. Trustworthiness was established through credibility (prolonged engagement, member checking, peer debriefing), transferability (thick descriptions), dependability (audit trail), and confirmability (reflexivity).

The article acknowledges limitations, including the small sample size, single-college context, and potential response bias. Nevertheless, the methodology provided a comprehensive framework for investigating the relationships between financial support, WIL, and student success in TVET Civil Engineering education. The integration of quantitative and qualitative findings revealed that quantitative data offered a general overview of challenges, while qualitative data provided nuanced explanations and contextual details. For example, quantitative data indicated the prevalence of financial difficulties, and qualitative data elucidated how these difficulties impacted WIL participation and qualification completion.

Ethical considerations

Ethical approval for this article was granted by the Human and Social Research Ethics Committee (HSSREC) from the University of KwaZulu-Natal under the ethical clearance number HSSREC/00006484/2023. Prior to data collection, informed written consent was obtained from all participants, who were fully informed about the study’s purpose, the voluntary nature of their involvement, and their unconditional right to withdraw at any point without prejudice. Participant identities were anonymised to ensure confidentiality.

Results and discussion

The data presentation in this section is twofold: first, the quantitative findings, followed by the qualitative data represented in direct quotations. Data from both methods were analysed and categorised into thematic groups: financial support model, challenges of the current financial support model, WIL for NATED qualification, funding support for WIL, and impact on student success. These themes address the key research questions and provide a comprehensive understanding of the interplay between financial support, WIL opportunities, and student outcomes in TVET NATED programmes.

Financial support model—NSFAS as a catalyst for access and opportunity in TVET

The data indicate a clear financial support system through NSFAS, established by the DHET, to facilitate access and opportunity for students in TVET colleges. This aligns with Bhorat et al. (2018), who note NSFAS was created to address systemic barriers for disadvantaged students entering TVET. Study participants highlighted NSFAS’s significant role, with over 90% of their students being funded by the scheme, leading to increased enrolment and enhanced opportunities for marginalised backgrounds. This aligns with the CMNSA’s emphasis on environmental variables, where financial support acts as a crucial facilitator for initial access to education for nontraditional students. However, the equitable distribution and effectiveness of NSFAS in reaching the most marginalised students require further scrutiny.

One participant in Focus Group 1 shared:

I am the product of NSFAS-funded student. When I came to the college, I had no money to fund my schooling and accommodation. NSFAS has helped me to enter into a TVET college to fulfil my dreams. Today I am working as an employee. In other words, NSFAS has helped a lot of graduates to fulfil their dreams and get employment. (Focus Group 1, Participant 3)

While this personal narrative powerfully illustrates NSFAS’s positive impact, it represents a single perspective. Further research should explore the experiences of a broader range of students, including those who did not benefit or faced challenges with the funding.

Similarly, the Assistant Director - Senior Student Services (AD SSS) explained the reliance of many students on NSFAS for enrolment, particularly in rural or semi-urban areas with limited alternative bursaries:

‘Our college is in rural or semi-urban areas; there are limited bursaries available to financially support students to enrol in our colleges and pursue their dreams and become employable at the end of the day’ (AD SSS, Interviewee 1).

Focus Group 3 also emphasised NSFAS’s transformative role, stating that without it, TVET colleges would be inaccessible to many marginalised South Africans. The group acknowledged NSFAS’s provision of opportunities for professional qualifications and employability, consistent with Bosiu’s (2024) findings on the scheme’s broader impact on student success. Participants collectively agreed that NSFAS has significantly enhanced access to education for disadvantaged groups, empowering many to pursue employment and professional growth, hinting at the whispers of potential it unlocks.

However, while recognising NSFAS as a vital tool for increasing access, participants also highlighted critical challenges hindering its effectiveness, echoing concerns in the literature (Bosiu 2024; Buthelezi 2018; Mabunda 2020; Molele et al. 2024; Zulu & Mutereko 2020). These include disbursement delays, administrative burdens, and resultant student attrition, which have profound implications for student success and the TVET system’s overall effectiveness. Delays can cause financial hardship, forcing students to drop out or seek employment, thus impeding academic progress and silencing the whispers of potential.

Similarly, participants in this study noted that disbursement delays, poor communication, and inefficient processes contribute to high dropout rates and incomplete qualifications. For instance, Mabuza (2020) identified NSFAS disbursement delays as a significant driver of attrition, while Zulu and Mutereko (2020) emphasised the far-reaching social consequences of such inefficiencies. This aligns with participant observations such as: ‘Lack of communication from NSFAS and late payments to students increase dropout rates.’ However, these challenges, particularly disbursement delays and administrative burdens, directly manifest as hindrances within the environmental variables of the CMNSA, significantly impeding student persistence and progression. Addressing these complex and multifaceted challenges requires a collaborative effort from all stakeholders.

Additionally, the AD SSS highlighted administrative inefficiencies: ‘Students struggle to get access, or it takes forever. Students get asked to submit the same documents more than once. Stipends and transport allowances are not paid on time’ (AD SSS). This corroborates Bhorat et al.’s (2018) findings that administrative burdens in the NSFAS application process discourage students, particularly those from disadvantaged backgrounds.

Furthermore, Focus Group 2 noted structural challenges like improperly completed logbooks and company reluctance to accommodate students with disabilities as barriers to completion, reflecting broader systemic inefficiencies that can stifle the whispers of potential. Participants also identified frequent changes in NSFAS policies and processes as destabilising, with Focus Group 3 asserting: ‘Regular systematic changes impact the administration of the funding to students.’

While these challenges are significant, it is essential to acknowledge NSFAS’s positive impact on access for marginalised students. However, these challenges disproportionately affect those from disadvantaged socioeconomic backgrounds, who may lack the resources to navigate the complexities of the NSFAS system, potentially silencing their whispers of potential. Understanding this balance is crucial for recognising NSFAS as both a vital enabler and a system requiring targeted reforms to enhance its efficiency and effectiveness.

WIL in NATED programmes

Survey data indicated that a significant proportion of students experience delays in qualification completion due to WIL-related challenges. As Figure 2 illustrates, 75% of respondents completed their theoretical coursework within the past two years, while 15% completed over two years prior, and 10% finished just one year ago.

FIGURE 2: Number of years since students completed their theoretical studies.

These delays in transitioning to the practical WIL component are linked to systemic issues such as limited funding and insufficient workplace placements. However, the reasons are multifaceted and may also include student motivation, college support, and skills mismatch. These delays can stifle the whispers of potential for timely career entry. WIL, also referred to as in-service training, is a vital component of NATED programmes, bridging academic learning and practical application, enhancing employability and professional skills (Martin 2019; Molele et al. 2024; Papier 2020).

The NATED stream requires theoretical completion before the practical WIL component for qualification (Department of Education 2001). Figure 3 highlights a stark disparity in WIL completion rates, with 91% of respondents reported not completing WIL. This directly reflects a significant impediment within the environmental variables of the CMNSA, specifically related to the practical employment hours needed for qualification attainment.

FIGURE 3: Number of students who have completed Work-Integrated Learning.

Focus Group 3 emphasised: ‘WIL is part of the NATED qualification. If students have not completed the practical component (WIL) after completing N6, they are regarded as students who have no qualifications.’

Conversely, only 9% of participants had completed WIL. This critical challenge delays graduation and undermines training effectiveness, reducing employability and silencing the whispers of potential for skilled contribution. These delays also risk eroding theoretical knowledge and diminishing students’ confidence in practical application.

The WIL Administrator (WIL-AD) elaborated on WIL’s role:

In other words, WIL bridges the gap between the two entities [workplace and academic] It produces skilled citizens. Students who graduate from TVET colleges have both theory and practical work, which gives them an advantage in the workplace in terms of production. (Focus Group 2, Participant 2)

This highlights the intended benefit of WIL in nurturing skilled individuals, but the low completion rates suggest a blockage in realising these whispers of potential.

Key challenges in completing WIL

Despite its significance, the implementation of WIL faces substantial challenges, the primary challenge being the lack of financial support, particularly in securing funding and placements. Participants in this study voiced frustration over the lack of financial support for WIL. While NSFAS funds the theoretical components of NATED programmes, it excludes WIL, leaving students reliant on limited SETA and industry funding. The absence of dedicated funding for WIL, despite NSFAS support for theoretical components, represents a critical structural barrier within the environmental variables of the CMNSA, severely impacting students’ ability to undertake practical training. This funding gap is a major barrier, particularly for disadvantaged students lacking personal resources. As illustrated in Figure 4, 52,4% of responses highlighted financial support as a primary reason for non-completion. The reliance on SETA and industry funding also introduces uncertainty and inconsistency, hindering effective WIL programme planning and implementation, potentially reflecting a broader policy issue regarding funding prioritisation within the TVET sector and silencing the whispers of potential for many. Literature supports these findings, with Mabuza (2020) reporting that 65% of TVET graduates struggle to find workplace experience near colleges, exacerbated by limited employer stipends and inconsistent SETA funding.

FIGURE 4: Reasons for non-completion.

The WIL Administrator (WIL-AD) explained the process: ‘Once students finish N6, they must find WIL for themselves. The colleges help students with placement in WIL only when they have applied for SETA funding and got approval. Otherwise, WILs are funded by SETAs or industries.’ Focus Group 2 echoed this, noting that TVET college students rely on industries and SETAs for WIL funding, even those funded by NSFAS for theory.

The AD-SSS highlighted the inadequacy of SETA funding despite institutional efforts, stating that the DHET lacks a consistent funding model for WIL like NSFAS: ‘Lack of funding for students to do WIL leads to a high number of students who have not completed their qualifications’ (AD SSS). This lack of support stifles the whispers of potential for many students to gain practical experience.

Survey data and qualitative findings reveal systemic barriers, prolonging NATED qualification completion. Focus Group 3 listed key challenges:

• Funding limitations: Lack of financial resources for WIL despite NSFAS support for theory.
• Placement delays: Difficulty finding workplace opportunities, with significant waiting times.
• Employability concerns: Delayed WIL completion reduces the relevance of theoretical knowledge.
• Administrative hurdles: Issues with logbooks and limited college follow-up post-N6.

These interconnected challenges create a detrimental cycle. Funding limitations can cause placement delays, and these delays can diminish employability, hindering the realisation of students’ whispers of potential. Addressing these issues requires a comprehensive and integrated approach. These placement delays, often exacerbated by the lack of employer stipends, further highlight the influence of environmental variables on WIL access, aligning with the CMNSA’s recognition of external factors shaping student journeys. Consequently, employability concerns arise as delayed WIL completion due to financial and placement difficulties reduces the relevance of theoretical knowledge. Furthermore, administrative hurdles are often compounded by the lack of consistent funding that would enable robust college support systems for WIL coordination.

As Smith (2017) notes, effective WIL improves graduate readiness, networking, and credibility. However, this study’s findings indicate that these benefits remain inaccessible for many due to systemic shortcomings that suppress the whispers of potential. These barriers prevent NATED students from graduating or confine them to low-skilled jobs.

Focus Group 2 highlighted the scale of the problem: ‘There is a high number of students who are waiting to get WIL opportunities and financial support to complete their studies. This leads to low graduation numbers, and these students are not yet ready for employment.’ The AD SSS and Focus Groups 1&2 added: ‘Most students are sitting at home and others work as general workers with N6 because they could not get WIL, which makes DHET not reach their target’ (AD SSS). ‘The lack of organised financial support for WIL leads to qualification non-completion, with students waiting for funding or working in unrelated fields’ (Focus Groups 1 & 2).

The conclusion is that while NSFAS aids access, the lack of sufficient financial support for compulsory WIL, not covered by NSFAS, and the inadequacy of SETA funding contribute to student dropouts, attrition, and protests, hindering qualification completion and contributing to unemployment, ultimately muffling the whispers of potential.

Survey responses underscore the urgency of addressing WIL funding and placement gaps. Many respondents who completed theory over two years ago remain unable to progress, hindering graduation and meaningful employment.

Consequences of not completing WIL

Participants reflected on significant personal, professional, and emotional consequences of incomplete academic studies. Many found themselves in unrelated fields like retail due to their lack of full qualifications. This misalignment led to stunted career progression and hindered personal growth, leaving them feeling stuck between aspiration and reality. These outcomes profoundly impact students’ background variables (educational goals) and psychological variables (stress and goal commitment) as conceptualised by the CMNSA, diminishing their potential. Furthermore, these individual struggles contribute to a broader skills gap and a mismatch between available and required skills within the economy.

Incomplete studies also created barriers to further education, preventing some participants from pursuing university studies that could have enhanced their skills and career prospects, further silencing their whispers of potential. This educational stagnation often led to feelings of frustration, inadequacy, and failure. The reported emotional distress due to unfulfilled goals are a direct manifestation of the negative influence on psychological variables within the CMNSA, highlighting the mental health toll of systemic barriers. The inability to achieve educational goals can lead to feelings of inadequacy and hopelessness, impacting mental health and well-being. Providing support services to help students cope and improve completion rates is crucial to reignite their potential.

These findings illustrate the complex challenges facing NATED students. While most have recent theoretical training, theoretically positioning them well for practical application, the reality is that the vast majority struggle to bridge the gap to real-world experience. The recency of theoretical knowledge for most suggests the potential for immediate application, but the lack of financial support for WIL creates a significant bottleneck in the educational pipeline, stifling the whispers of potential for timely entry into skilled employment.

This situation has several important implications. Firstly, it highlights a critical misalignment between the theoretical and practical components of the NATED programmes, potentially undermining their effectiveness in preparing students for the workforce and muting the whispers of potential for industry-ready graduates. Secondly, the extended period between theoretical completion and practical application risks skill erosion and reduced confidence. Furthermore, this delay could negatively impact students’ long-term career prospects and the overall efficiency of the TVET system in producing qualified graduates, hindering the realisation of their full whispers of potential.

Broader implications for funding and support

The lack of a structured and consistent funding model for WIL has significant ramifications for TVET colleges and their students. The challenge disproportionately affects students from previously disadvantaged backgrounds, who rely heavily on NSFAS funding for their education; however, NSFAS excludes WIL-related expenses, creating a critical disconnect. Current NSFAS policy funds only the theoretical component of NATED programmes, leaving the practical WIL component unfunded. Consequently, TVET colleges must seek additional funding from SETAs and other bodies, a challenging process (Jansen 2020; Mabunda 2018). This reliance on external funding creates instability and uncertainty, hindering effective WIL programme planning and implementation. Furthermore, the absence of dedicated WIL funding may indicate an underestimation of practical training’s importance in TVET education, potentially reflecting a wider systemic issue.

Smith (2017) suggested that improved institutional support and innovative funding models could address these barriers. This aligns with this study’s findings, which call for a comprehensive funding framework enabling students to complete both theoretical and practical qualification components.

While WIL is crucial for linking academic learning and professional readiness, its implementation is hampered by systemic challenges. Addressing these funding and support gaps is vital for improving graduation rates and graduate employability. Without these reforms, WIL’s potential to contribute to student success and national employment targets remains unrealised, and the whispers of potential for economic contribution are muted.

This challenge disproportionately affects students from previously disadvantaged backgrounds, who rely heavily on NSFAS funding for their education. However, NSFAS excludes WIL-related expenses, creating a critical disconnect. Due to their socioeconomic circumstances, these students cannot self-fund WIL placements, often leading to attrition and silencing their whispers of potential. This underscores the inseparability of NSFAS and WIL funding: integrating WIL into NSFAS policies is essential to prevent the exclusion of vulnerable students from completing their qualifications and fully realising their whispers of potential.

Conclusion and Recommendations

This study critically examined the barriers impeding qualification completion in NATED programmes, highlighting systemic challenges at the intersection of financial support mechanisms and WIL. The findings illuminate the unrealised potential of TVET students, often hindered by structural inequities that undermine their educational and professional trajectories. Framed by Bean and Metzner’s CMNSA, the research demonstrates how external environmental variables, such as inconsistent funding, geographical constraints, and inadequate institutional support, shape students’ ability to complete WIL and progress toward qualifications. Addressing these systemic barriers requires a holistic approach that considers the interplay of background, academic, environmental, psychological, and social integration variables, as highlighted by the adapted CMNSA framework. These barriers suppress student potential and perpetuate social stratification, impeding the crucial link between theory and practice.

The research underscores the urgent need to address these barriers, with funding mechanisms (NSFAS and SETA) requiring restructuring to align with TVET students’ comprehensive needs, particularly those related to WIL. Institutions must strengthen support infrastructure to ensure equitable access to practical training and minimise the psychological impact of systemic challenges. Ultimately, realising TVET students’ potential requires stakeholders to commit to holistic interventions prioritising student success, equity, and sustainability. Addressing financial and practical challenges can unlock TVET’s transformative potential, improving qualification completion and employability, and allowing the whispers of potential to be heard.

To address the identified barriers, the study advocates for several key interventions. Firstly, funding mechanisms, including those managed by NSFAS and SETA, require restructuring to better align with the practical demands of WIL. This necessitates providing consistent, predictable, and comprehensive financial support to students, specifically addressing costs related to travel and accommodation during WIL placements. Furthermore, establishing a dedicated funding model specifically for WIL is essential, and this model should be developed collaboratively, incorporating input from students, employers, and policymakers to ensure its relevance and effectiveness. The NSFAS mandate should be expanded to explicitly cover WIL-related expenses (e.g., stipends, travel, accommodation) for eligible NATED students. This would leverage an established, large-scale financial aid system, ensuring direct and consistent student support. SETA funding should be restructured to provide more consistent and easily accessible bursaries specifically for WIL placements, coupled with stronger oversight. to ensure equitable distribution and timely disbursement. This would require improved coordination between SETAs, TVET colleges, and industry. Programmes could be implemented where industries receive tax incentives or other benefits for hosting WIL students and providing stipends. This would foster a shared responsibility for skills development, directly linking graduate output to industry needs. Collaborative funding arrangements should be developed, where government, through agencies like NSFAS and SETA, co-funds WIL initiatives alongside private sector contributions, possibly focusing on high-demand skills areas. Such models would help to mitigate the financial burden on students, reduce placement delays, and ensure the practical component of NATED qualifications is implemented effectively, thereby unlocking the full potential of TVET graduates.

Secondly, TVET institutions must strengthen their support infrastructure to effectively bridge the gap between theoretical instruction and practical application. This involves developing centralised systems to coordinate and manage WIL placements, enhancing and expanding partnerships with local industries to secure a greater number of high-quality placement opportunities, and implementing digital solutions to streamline the placement process. For instance, online platforms could be utilised to connect students with potential employers, monitor student progress during placements, and provide ongoing support and guidance.

Finally, we recommend that policymakers adopt a holistic and integrated approach to address these systemic challenges. This requires fostering collaboration and cooperation among the DHET, SETAs, and private industry stakeholders to develop policies that prioritise equity, inclusion, and long-term sustainability within the TVET sector. By effectively addressing these multifaceted barriers, all stakeholders can play a crucial role in empowering TVET students to overcome systemic challenges, successfully complete their qualifications, and make a seamless transition into the workforce, allowing their whispers of potential to become a resounding voice.

Acknowledgements

During the preparation of this work, the authors used Gemini and ChatGPT to improve clarity, coherence, and readability. The content was reviewed and edited by the authors, who take full responsibility for its accuracy. The final content reflects the author’s original intent, critical thinking, and academic integrity.

The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.

B.N. and L.L.M. contributed equally to the conceptualisation, writing, and editing of the manuscript and share first authorship. All authors contributed to the article, discussed the results, and approved the final version for submission and publication.

The authors received no financial support for the research, authorship, and/or publication of this article.

The data that support the findings of this study are available on request from the corresponding author, B.N.

The views and opinions expressed in this article are those of the authors and are the product of professional research. They do not necessarily reflect the official policy or position of any affiliated institution. The authors are responsible for this article’s results, findings, and content.

References