Factors that influence transition from high school to higher education: A case of the JuniorTukkie programme

African Journal of Career Development


 
 
Field Value
 
Title Factors that influence transition from high school to higher education: A case of the JuniorTukkie programme
 
Creator Lombard, Petrus
 
Subject Education access; transition; academic factors; non-academic factors; high school; higher education; qualitative assessment; quantitative assessment; combined approach.
Description Background: This article reports on the academic and non-academic factors that influence new students’ successful transition from high school to higher education. The study was inspired by the universal concern about the low retention rates among students in higher education in general, and the high annual dropout rate of students from South African institutions in particular. In 2013, the dropout rate stood at 35%.Objective: The objective of the study was to find out which factors. academically as well as non-academic factors influenced the JuniorTukkie group in their successful transition from high school to higher education.Method: My research involved a case study of members of the JuniorTukkie (JT) empowerment initiative (between 2009 and 2013), and both quantitative (online questionnaires) and qualitative (focus group interviews) data was collected.Results: The findings revealed that combinations of academic factors such as personal skills, academic skills, academic support, career counselling intervention, hard work, and perseverance to a large extent account for the successful transition from high school to higher education. Similarly, non-academic factors such as interpersonal relationship skills, positive emotions, religion, and peer acceptance contributed to students’ successful transition. Financial affairs – from a student’s financial status to various sources of financial backing – are other vital determinants in the transitioning endeavour.Conclusion: The study illustrated that the specific challenges associated with new students’ transitional experiences demand the strategic intervention of initiatives (such as JuniorTukkie), which assume responsibility for the implementation of programmes to address all academic and non-academic transitional factors.
 
Publisher AOSIS
 
Contributor University of Pretoria
Date 2020-02-26
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion —
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/ajcd.v2i1.5
 
Source African Journal of Career Development; Vol 2, No 1 (2020); 14 pages 2617-7471 2709-7420
 
Language eng
 
Relation https://ajcd.africa/index.php/ajcd/article/view/5/46 https://ajcd.africa/index.php/ajcd/article/view/5/45 https://ajcd.africa/index.php/ajcd/article/view/5/47 https://ajcd.africa/index.php/ajcd/article/view/5/44
 
Coverage — — —
Rights Copyright (c) 2020 Petrus Lombard https://creativecommons.org/licenses/by/4.0