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HSRC Press :: Africa :: Ambitions Revised

Ambitions Revised
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Ambitions Revised

Grade 12 learner destinations one year on

Michael Cosser , Sekinah Sehlola

 
Format210mm x 280mm (Soft Cover)
Pages152
ISBN 13978-07969-2289-2
Publish Year2009
RightsWorld Rights
 
 
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Ambitions Revised :: Grade 12 learner destinations one year onFree DownloadAmbitions Revised :: Grade 12 learner destinations one year on
PodcastMichael Cosser examines Grade 12 student attitudes towards teaching as a viable career and then student plans for entering the teaching profession after graduation in the first part of this podcast series. He is the author of Studying Ambitions: Pathways from grade 12 and the factors that shape them and co-author of Ambitions Revised: Grade 12 learner destinations one year on(HSRC Press).

Duration: 5 min 33 sec

 
Description

This monograph is the sequel to Studying Ambitions: Pathways from grade 12 and the factors that shape them, which investigated the aspirations for future study and/or work of 20 659 grade 12 learners across South Africa in 2005. Ambitions Revised: Grade 12 learner destinations one year on tracks the same cohort of learners into their destinations one year later. Of particular interest to the research team was the sub-set of those who enrolled in teacher education programmes. The extremely low levels of interest in teaching first observed in a similar 2002 HSRC study are confirmed here – a finding which has implications for sustainable teacher supply and for the health of an education system upon which the future of the country depends.

The study is the first in South Africa to reveal the post-matric destinations – including the labour market outcomes – of a nationally representative cohort of learners. As such it will be of interest to policy-makers and planners in various fields across the public and private sectors.

Ambitions Revised: Grade 12 learner destinations one year on is part of the Teacher Education in South Africa series. The series documents a wide-ranging set of research projects on teacher education conducted by the Education, Science and Skills Development research programme within the Human Sciences Research Council (HSRC), as part of a consortium of research partners. A comprehensive investigation of the dynamics shaping the professional development of educators, the series provides important reading for educationists, academics and policy-makers.

Contents

Tables and figures
Series preface
Project preface
Acknowledgements
Acronyms and abbreviations
Executive summary

1. Introduction
Organisation of the report

2. Review of the literature
Student choice behaviour, learner aspirations and learner pathways Teacher recruitment and retention

3. The research problem
Research questions
Research hypotheses

4. The research design
Questionnaire design
Sampling
Response rates
Data analysis

5. Learners’ destinations
Present study and work situation
Factors affecting student enrolment in a specified higher education institution

7. Students in further education and training
Students enrolled in an FET college
Students enrolled in a private FET institution
Factors affecting enrolment in an FET institution

8. Learners still at school

9. Professional aspiration
Factors affecting preference for a specified profession

10. Enrolment in education programmes in higher education

11. Learners not studying

12. Employment
Profile of the employed
Profile of the unemployed

13. Experiences of 2006
First-year students’ experiences of 2006
All learners’ experiences of 2006

14. Interpretation of key findings
Translation of aspiration into enrolment
The school-to-labour market transition
Testing the hypotheses

15. Conclusion
Assessing the aspirations gap
Enhancing teacher recruitment

Appendix 1: Grade 12 learner destination questionnaire

References

About the Author/s

Michael Cosser is a chief research specialist in the Education, Science and Skills Development research programme at the HSRC. Prior to joining the HSRC, he was head of the Division of Standards Setting at the South African Qualifications Authority (1998–2000), lecturer in the Academic Development Centre at the University of the Witwatersrand (Wits) (1993–1997), and junior lecturer in the Department of English, Wits (1988–1992).

Sekinah Sehlola was until recently a research trainee in the Education, Science and Skills Development research programme at the HSRC.

 

 

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