Equity and inclusion in technical and vocational education and training (TVET) colleges: Addressing the needs of rural and marginalized students through a cross-sectional  Mixed-methods study.

Sibonelo Thanda Mbanjwa

doi:10.51168/sjhrafrica.v6i9.1978

Authors

Sibonelo Thanda Mbanjwa Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

DOI:

https://doi.org/10.51168/sjhrafrica.v6i9.1978

Keywords:

TVET colleges, equity and inclusion, rural students, marginalized communities, higher education policy, educational access, institutional support, South Africa

Abstract

Background
Technical and Vocational Education and Training (TVET) colleges in South Africa play a critical role in promoting inclusive education and economic development. However, rural and marginalized students often face systemic challenges that hinder their access to, participation in, and successful completion of TVET programs. This study investigates how equity and inclusion are implemented in TVET colleges, with a focus on the lived experiences of rural and marginalized students.

Methods
A cross-sectional mixed-methods design was employed. Quantitative data were collected from 120 students across four public TVET colleges in KwaZulu-Natal through structured questionnaires, with 30 participants drawn from each institution. Additionally, 16 in-depth interviews were conducted with lecturers, academic support staff, and administrators.

Results
Participants included 120 students (58 males, 62 females) aged 18–35 years, with the majority (72%) originating from rural areas and the remainder from peri-urban campuses. About 64% reported being first-generation college students, and 59% came from households earning below the national poverty line. Language diversity was notable, with isiZulu as the dominant home language (74%), followed by isiXhosa (12%) and English (9%). Among staff participants (n=16), 10 were lecturers, 4 were academic support officers, and 2 were administrators, with professional experience ranging from 3 to 20 years. Overall, 68% of students reported persistent challenges with transport, digital access, and language barriers, while more than 70% cited financial constraints as negatively affecting academic progress. Qualitative findings underscored cultural insensitivity in teaching and limited institutional awareness of rural students’ unique needs.

Conclusion
There remains a disconnect between equity policy and practice, leaving rural and marginalized students vulnerable to systemic exclusion.

Recommendations
TVET colleges should strengthen support systems, expand rural outreach, invest in culturally responsive teaching, and provide continuous professional development for staff on inclusive education.

Author Biography

Sibonelo Thanda Mbanjwa, Mangosuthu University of Technology P.O. Box 12363 Jacobs 4026 Durban, South Africa

is a dedicated lecturer in the Department of Nature Conservation at Mangosuthu University of Technology (MUT), South Africa. He holds a Ph.D. in Environmental Science and specializes in biodiversity conservation, sustainable development, and environmental education. Dr. Mbanjwa is deeply committed to community engagement, student mentorship, and the integration of indigenous knowledge systems into conservation practices. His work bridges academia and practical application, empowering students and communities through innovative teaching, research, and outreach initiatives.

References

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Papier, J. (2017). Supporting Student Success in South African TVET Colleges: Challenges and Possibilities. Southern African Review of Education, 23(1), 54–70.

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