TVET Students Protest Diploma Delays as Petition Calls for DHET Action. Across South Africa, students from Technical and Vocational Education and Training (TVET) Colleges are voicing their growing frustration over significant delays in the issuance of diplomas and certificates. For many graduates, these qualifications are more than just pieces of paper — they are gateways to employment opportunities, career advancement, and further education.
Despite having successfully completed their academic and practical training, thousands of TVET students are still left waiting. A nationwide petition calling for urgent intervention from the Department of Higher Education and Training (DHET) has already garnered over 1,000 signatures, reflecting the seriousness of the issue.
Diploma Delays Threaten Students’ Futures
The delayed issuance of TVET College diplomas poses serious consequences for students. Many employers require official proof of qualification before offering employment, and without these documents, students are losing out on valuable job opportunities. For others, the delays are preventing them from enrolling in higher education programmes or apprenticeships that would further their professional growth.
Financial strain is also a harsh reality. Many graduates, particularly those from disadvantaged backgrounds, depend on securing employment soon after graduation to support themselves and their families. The absence of official certificates only deepens their vulnerability.
DHET Responds to Petition and Acknowledges Challenges
In response to mounting public pressure, the Department of Higher Education and Training has acknowledged the delays, confirming that a significant backlog occurred during 2024. The DHET stated that they have since resolved the bulk of the backlog, announcing that over 18,000 diplomas have already been printed and distributed.
To mitigate the impact of these delays, the department has issued confirmation letters to qualifying students. These letters serve as temporary proof of successful qualification completion, intended to support graduates in applying for jobs or further study while awaiting their official documents.
How Students Can Log Concerns
Students who are still experiencing issues with diploma delivery are encouraged to visit www.e-services.gov.za. Through this platform, students can register their details and log their concerns. According to DHET, these queries are being prioritised and a dedicated team is working on fast-tracking the remaining diploma applications.
Additionally, the department is increasing its temporary administrative capacity to handle the high volume of unresolved cases.
POPI Act Causes Additional Barriers to Work Placements
Another unexpected hurdle faced by many students is the interpretation of the Protection of Personal Information (POPI) Act. Some students report that confusion over the law’s application has led certain businesses to withhold work placement opportunities, fearing non-compliance.
Work placements are a mandatory part of many TVET qualifications, especially for the National N Diplomas. Without practical workplace exposure, students cannot meet the full requirements to graduate, thus remaining in academic limbo.
DHET and QCTO Take Steps to Address Quality and Compliance
The DHET has stated it will work closely with relevant stakeholders to ensure the POPI Act does not obstruct student progress. In addition, the department is collaborating with the Quality Council for Trades and Occupations (QCTO) the body responsible for overseeing quality assurance for the N4–N6 and National N Diploma programmes.
Under the Skills Development Act of 1998, the QCTO has the legal mandate to ensure that diploma processing and programme compliance meet national standards. Currently, the DHET is awaiting further guidance from the QCTO regarding how to move forward with quality assurance while addressing the delays.
Strengthening Work Placement Partnerships
In a bid to improve access to workplace opportunities, the DHET has outlined a new strategy that involves collaboration with TVET College principals and local businesses. The goal is to establish memoranda of understanding with employers, creating structured channels through which students can complete their logbooks and gain necessary industry exposure.
Furthermore, college principals have been instructed to set up monitoring units. These units will ensure that students are placed in roles that align with their field of study and that they receive meaningful, relevant experience that contributes to their qualification.
Conclusion
The current situation facing TVET College students in South Africa is unsustainable. While the Department of Higher Education and Training has made some progress in clearing the 2024 backlog, thousands of students are still caught in a web of administrative delays, policy confusion, and inadequate support systems.
