INTGRTY ARTICLES WRITTEN BY OUR LEARNERS

This year we piloted the Advanced Certificate on Occupational Learning: Learning and Development Advisor, on NQF Level 7. Learners had to submit more than 50 practical assignments to be declared ready for the EISA. This gave me the idea to share their products with other learning providers and learners in occupational and vocational learning. So, I asked the learners who achieved a distinction for assignments for permission to publish their submissions as articles on our Intgrty website.

We have the written permission of the learners to publish their work. However, it must be done anonymously.

Why do learners drop out of learning programmes and why do they sometimes miss learning events (are absent from class or other learning venue?)

Learners drop out of learning programmes or miss learning events for a variety of reasons, which can be broadly categorised into personal, institutional and environmental factors. Understanding these reasons can help learning and development organisations address barriers to participation and improve retention in learning programmes.

Personal Factors

Personal circumstances often play a key role in learners dropping out or missing learning events. These can include emotional, health-related and/or logistical challenges that make it difficult for learners to consistently engage in the programme.

• Lack of motivation/interest: If learners do not see the value or relevance of the learning programme to their personal or professional goals, they may lose motivation and drop out. This is particularly common when the course content is perceived as un-engaging or disconnected from practical applications.
• Health: Physical or mental health problems, such as illness, stress or burnout can lead to frequent absences or eventual withdrawal from a programme.
• Competing personal responsibilities: Family obligations, caregiving duties or other personal commitments can make it challenging for learners to attend classes or complete their assignments. Balancing learning with work and family life is often a significant barrier for adult learners.
• Confidence: Learners who struggle with confidence in their abilities or have a fear of failure may drop out because they feel they cannot succeed in the programme. Those with low self-efficacy often avoid situations where they might face challenges.

Institutional and Programme-Related Factors

The structure, delivery and environment of the learning programme itself can be a significant factor in why learners disengage or are absent from learning activities.

• Poor course design/delivery: If the course content is not engaging, practical or suited to the learners’ needs, they may lose interest. Additionally, ineffective teaching methods, unclear objectives or lack of interactivity can make learners feel disconnected from the material.
• Inflexible learning schedules: Programmes with rigid schedules that do not accommodate the diverse needs of learners, especially working professionals or those with family responsibilities, may lead to high dropout rates. Learners who cannot attend due to conflicting commitments may choose to leave the programme altogether.
• Lack of support: Learners may feel unsupported by instructors, peers or the institution itself. This can include limited access to guidance, feedback or resources, and can make learning feel isolating, especially in online or remote programmes.
• High workload and stress: If the course demands are too high relative to the learners’ time and capacity, they may become overwhelmed and disengage. Excessive assignments, difficult assessments or a fast pace can lead to stress and burnout.
• Lack of clear progress or reward: When learners do not see tangible progress or clear benefits from the programme, they may lose interest. A lack of recognition, certificates or advancement opportunities can also demotivate learners from continuing.

Environmental and External Factors

Factors outside the control of the learner and the institution can influence whether learners can attend learning events or complete their programme.

• Work commitments: Many learners, particularly adults and professionals, struggle to balance full-time work with their learning programmes. Changes in job responsibilities, overtime or travel requirements can make it difficult to attend scheduled learning events.
• Transportation and location: Geographical distance and lack of reliable transportation can make attending in-person classes difficult. This is especially true in rural areas or where public transport options are limited. If learning venues are not conveniently located, learners may drop out due to logistical difficulties.
• Technological Barriers: In online or blended learning environments, lack of access to reliable internet or appropriate technology (e.g. computers, software) can prevent learners from participating fully in the programme. Technical difficulties or lack of digital literacy can also create frustration, leading to dropouts.
• Cultural and social pressures: Cultural or societal expectations may influence learners’ ability to participate in learning programmes. For instance, societal norms about gender roles, expectations for caregiving or the value of education may conflict with participation in learning.
• Peer influence: A lack of social connection or engagement with peers can lead learners to disengage. On the flip side, negative peer influence, such as seeing others drop out or skip sessions, can normalise absenteeism.

Emotional and Psychological Factors

Emotional and psychological challenges often influence learner engagement and attendance.

• Stress and Anxiety: Learners experiencing stress, either from the course workload or personal life, may start missing classes to avoid further anxiety. Over time, this avoidance can lead to dropping out.
• Fear of failure/judgment: Some learners may avoid attending classes or submitting assignments due to fear of being judged by their peers or instructors, especially if they are struggling with the material.
• Isolation in online learning: In online learning environments, some learners may feel isolated or disconnected, leading to disengagement. A lack of real-time interaction with peers and instructors can make online learners feel unsupported.

Learning Environment and Inclusivity

The environment and culture of the learning venue or programmes can also contribute to dropout or absenteeism.

• Non-Inclusive learning environment: If learners feel excluded, disrespected or that their individual needs are not met (e.g. for those with disabilities), they are more likely to miss classes or drop out entirely. An inclusive and supportive learning culture is crucial to retention.
• Unsuitable learning spaces: Physical or virtual learning environments that are uncomfortable, distracting, or poorly equipped can also impact attendance. Poor ventilation, lighting, seating in a physical classroom or technical issues in a virtual environment, can make learning difficult.

Changes in Personal Circumstances

Life events or unexpected personal circumstances can interrupt a learner’s ability to stay engaged with a learning programme.

• Family emergencies: Personal emergencies, such as illness, death in the family or other crisis situations, may prevent learners from attending or completing the programme.
• Job loss or career change: A sudden career change, relocation or job loss may lead learners to reprioritise their time and resources, potentially leading to dropout.

Solutions to Prevent Dropouts and Absenteeism

1. Offer flexible schedules, self-paced learning and blended learning models (a mix of in-person and online) to accommodate diverse needs and time constraints.
2. Provide access to mentors, counsellors and peer support groups to help learners stay motivated and cope with challenges.
3. Ensure learning materials are engaging, relevant and aligned with learners’ career or personal goals. Use real-life examples and case studies to connect learning to practical outcomes.
4. Provide clear milestones, rewards and certificates to show learners their progress and give them a sense of accomplishment.
5. Make technology and learning resources accessible to all, provide financial assistance when needed and offer transportation subsidies or remote learning options for those facing logistical challenges.
6. Build a supportive learning environment that encourages questions, embraces failure as a part of the learning process and promotes open dialogue.
7. By understanding the complex reasons behind learner dropouts and absenteeism, learning and development organisations can take proactive measures to retain learners and ensure a more supportive, engaging and accessible learning environment.