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ERIC Number: EJ1106291
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISSN: ISSN-2332-3205
The Impact of Student Support Services on Students Enrolled for National Certificate Vocational in Motheo District, Free State, South Africa
Maimane, Joseph Ramathibela
Universal Journal of Educational Research, v4 n7 p1680-1686 2016
The Department of Higher Education and Training introduced the national certificate vocational (NCV) in Further Education and Training colleges in January 2007. The entry requirement for this qualification is Grade 9. However, this qualification has attracted students with grades between Grades 9 and 12. Students enrolling for the NCV qualification have the different educational background and different needs. Appropriate student support system to accommodate these diverse students is imperative for them to enhance opportunities afforded by the college. Once students are conscious of what the college does for them, it will operate effectively and at its maximum. The focus of the study is to explore the impact of student support services have on students enrolled for national certificate vocational in Motheo District, Free State Province, South Africa and their contribution to the academic success of students. Data was collected from a random sample of 120 students (85 females and 35 males). A mixed-method approach was used to collect data. Students who signed the agreement form to participate in the study were requested to respond to thirteen questions relating to the student support services. The Microsoft Excel 2010 was used in the analysis of data. The results lead to the conclusion that student support services, if coordinated effectively, could contribute immensely to students' academic achievement and bigger opportunities.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A