Exploring the intended and achieved outcomes of the Life Orientation curriculum: A Case study of TVET college graduates in the Western Cape

In South Africa, one of the mandatory subjects in public Technical and Vocational Education and Training (TVET) colleges offered across all the National Certificate Vocational (NCV) programmes is Life Orientation (LO), which forms part of the compulsory fundamental component of the qualification at levels 2, 3 and 4. The LO curriculum intends to support learners in addressing personal and social issues relevant to their lives as South African citizens by effectively assisting their navigation through youth and, eventually, adulthood. Policymakers expect the LO subject to impact students' lives after college, affecting their professional and social interactions. However, limited research exists regarding the translation of LO curriculum objectives into lived experiences, an interest that underpins the study presented here. Using a case study and narrative life history approach, this research investigated TVET college graduate students' impressions of the LO programme they had been exposed to. Twelve recent college graduates were recruited using snowball sampling and were interviewed about their trajectories after graduation.

Grantor dc:publisher.institution

The University of the Western Cape

Year dc:date.issued

2025

Author dc:creator

• Somayah Achmat

• vocational education
• mandatory subjects
• TVET colleges
• capability theory approach
• life skills

Licence

• https://uwcscholar.uwc.ac.za/bitstreams/7db50972-1c4c-4df8-8434-6dd3f00100dd/download