REDUCING SCHOOLING DROP-OUT RATE TO FACILITATE HUMAN CAPITAL DEVELOPMENT: A CASE OF SOUTH AFRICA

Abstract

This article interrogates the destructive nature of the secondary school learner drop-out to the facilitation of human capital development in the 21st century. The article is conceptual and empirical in nature within the qualitative research paradigm. The question guiding this article is: How can learner drop-out in secondary schools be contained to enable the facilitation of the human capital development? Narrative enquiry and interviewing techniques were applied to generate data. Out of a population of 13 public secondary schools in Sekhukhune East District, in Limpopo Province, South Africa, six were conveniently sampled. In each of the six sampled secondary school, a principal and chairperson of the Representative Council of Learners (RCL) became research participants. Findings revealed that firstly, there is a connection between learner drop-out and human capital development. Secondly, poor academic learner performance triggers drop-out. Thirdly, drop-out offers a tragic tale for South African youth. Fourthly, poor scholastic assessment test scores trigger drop-out. Lastly, lack of improvement of literary abilities trigger drop-out. The researcher recommends for the zero-rated digital platforms to teaching and learning to contribute to containing drop-out. Lastly, the researcher recommends for the cultivation of the culture of continuous learning and skills development. Finally, the researcher recommends for the declaration of secondary schools as national key points to enable them to service development and an economy of their communities and the country.