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Studies on gender differences in work-life conflict have shown that women often report higher levels of work-life conflict due to social mores of undertaking a larger proportion of childcare and household work. Similarly, emergent research on the impact of the [Coronavirus Disease 2019 (COVID-19)] pandemic on work-life conflict have shown that women experienced more work-life conflict. During the pandemic, educational work and provision took place within the home. The current study therefore sought to investigate work-life conflict for employees in the further education sector during the pandemic.

The findings of the current study suggest that there were no gender differences, at least in the case of the further education sector, which is contrary to extant research on work-life conflict. Thus, there is scope to explore through future research whether there is trajectory towards gender equalitarianism in the sharing of household work, whether the pandemic as a crisis was an episodic event that necessitated gender equalitarian work distribution, or whether the blurring of boundaries between work and non-work domains is a continuum of neoliberal institutional demands.

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Student retention and success in higher education is a major concern worldwide. Students are generally less prepared for higher education studies and more at risk of dropping out, stopping out or taking longer to complete their qualifications. A conceptual model serves as a common point of reference to enhance student success, retention, graduation and satisfaction, and in particular, the assessment of risk associated with academic readiness for higher education studies. The predictive correlations between average high school marks from the South African National Senior Certificate (NSC) and average marks in the first year of study at the University of South Africa (Unisa) were investigated with the intention of assessing aspects of academic readiness to identify associated risk and increase student retention and success. The correlations between first year marks and variables, such as home language, language of study, age, gender, race, qualification level, type of NSC and college, were investigated.

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