Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa

Abstract

Enhancing the employability of National Certificate (Vocational) NC(V) graduates in South Africa is important. If NC(V) graduates are not employable, this has a negative impact on both the local economy and the future prospects of these young adults. Yet, national data show high youth unemployment rates which includes those with NC(V) qualifications. The factors that influence the employability of these graduates – particularly in the rural areas of South Africa – are not well documented. This study therefore explored the factors that influence NC(V) graduates’ employability by means of a case study at a rural TVET college in the Eastern Cape province of South Africa. The case focused on recent NC(V) graduates’ perceptions of their own employability and also on input from lecturers in selected NC(V) programmes and potential employers in the study area. Semi-structured interviews were conducted. The findings indicate that negative stakeholder perceptions exist about the employability of NC(V) graduates in the study context, which was a major factor in determining these graduates’ employment prospects. Furthermore, there have been no attempts to strengthen relations between the particular vocational institution and the local employment industry included in the study. The TVET college was hampered by poor planning, while prospective employers had limited awareness of the NC(V) curriculum and its objectives. These factors underscore the dissatisfaction among rural stakeholders with the employability of NC(V) graduates in the study context.

Identifying the Gaps in the Management of Work Integrated Learning Among TVET College National Certificate (Vocational) Students

“…Consequently, students may not acquire the necessary practical knowledge to contribute effectively to an economy that is currently facing challenges. This aligns with the assertion made by Mabunda and Frick (2020) that vocational education is meant to be a cornerstone of the national economy, providing skilled artisans who can drive economic growth and sustainability in the production and service sectors. However, when students return from WIL with gaps in their knowledge and experience, the anticipated economic contribution may not materialize.…”

“…According to Mabunda and Frick (2020), vocational education is intended to be a cornerstone of the national economy, as it is meant to provide the skilled artisans who should drive economic growth and sustainability in the production and service sectors. On the other hand, the NC (V) program was introduced to equip TVET college students with theory and practice, resulting in the split of the program being 40% theory and 60% practical.…”

“…Technological advancements also hinder training opportunities for youth who lack proper resources due to qualification deficits (Fakunle et al, 2022). In the Limpopo province, TVET colleges face the burden of theft, which affects the availability of resources due to a lack of security (Mabunda & Frick, 2020). This negatively impacts students' preparation for technological advancements as valuable resources aimed at 21st-century learning are stolen or neglected.…”

“…This negatively impacts students' preparation for technological advancements as valuable resources aimed at 21st-century learning are stolen or neglected. Given the rise of the Fourth Industrial Revolution (4IR), these technological advancements are increasingly important in fast-changing workplaces that rely more on mechanized and digitized interfaces rather than human interfaces and require employee flexibility (Mabunda & Frick, 2020).…”

TVET Lecturer Work-Integrated Learning: Opportunities and Challenges

“…Lecturers identified the education management system as unsupportive, ineffective and discriminatory because the mentorship programme and further training opportunities were unclear. Many college learners exited the National Certificate Vocational course without practical experience or industry exposure (Mabunda, 2019). Lecturers were not enthusiastic about WIL and saw it as the obligation of the college management and WIL facilitators.…”