Limiting Performance

It is so painful to learn that the outcome of a specific activity is bound to limit an individual in future and perhaps for the rest of one’s life. I was compelled to write this after a conversation which I had with a student who aimed to attain a mere passing mark for a degree qualification. My comment was: “. . . it is unfortunate that getting a mere passing mark such as an average of 50% affects one for the rest of one’s life such as progression and competition on the job market to some extent. . .”

For a significant percentage of learners, career planning seems not to be taken care of. Talking from experience, I had conversations with various learners for the past four years and I have noted that some are offered study courses which were not their first choices.

This is a dilemma in which affected individuals have limited choice on whether to accept the offer or reject. There are various reasons behind and I will limit this article to what I have learnt from the conversations:

With some learners, there is little or no relationship on their natural abilities and the courses they are studying.

Some learners make application into courses they wish to take a career yet their background academic performance would be against such an option. This is so in that tertiary institutions have some guidelines such as minimum requirements to enrol a particular learner into a course.

Interestingly, Fraiser and Killen (2003) emphasises that institutions should enrol students on the probability that the particular learners will successfully complete the course. However, this seems to be actual situation on the ground. This could have been influenced by the various FET Colleges (in the case of South Africa) or private institutions in other countries.

Private institutions seem to be competing for getting clients. It is painful in that at the end we witness learners who are enrolled for qualifications they are literally challenged. With such misconduct, I would casually insist that we should not be shocked by the low through put or success rate. This has many implications not only to learners, but to the education system and the economy as well.

On learner, stress would be the order of the learning process is the learner is not a fast learner. Educationally, the increased failure rate continues to make headlines in newspapers and economically, learners spend more money in repeating courses.

The money could have been invested in other economic activities. Students lose time through repeating courses and such precious time could be spent on earning income if the learner had completed within minimal time.

Key Issue

Despite the presence of a myriad of issues that influence the success of learners, an internal locus of control is vital for learners to challenge the status quo and make positive performance outcomes which will leverage their possible future initiatives. One has to accept that a positive outcomes starts from within, action is needed when there is still time.

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About Lucky Sibanda

He is a holder of Diploma in Entrepreneurship (cum laude) and a Bachelor of Technology in Business Administration at Cape Peninsula University of Technology (2014 June - cum laude) (Cape Town, South Africa, in Africa). He has varied basic experience stretching from engineering, office work, retail and to the provision of tuition gained from the period of 2005 up to date. He is a qualified and registered Assessor (Services SETA) with a scope of 10 qualification (up to NQF Level 4).

Posted on 13/03/2014, in Education, Motivation and tagged , , , , , , , , , , . Bookmark the permalink. Leave a comment.

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