Improving college-to-work transitions through enhanced training for employment

Papier, Joy

doi:10.1080/13596748.2016.1272084

Cited by 19 publications

(22 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This challenges are overwhelming as the TVET sector lacks quality training (Badenhorst & Radile, 2018). Previous studies conducted in South Africa's TVET sector revealed that curriculum is outdated and does not align with industry development (Papier, 2017). For instance, the TVET curriculum is reported to be higher and too complex for students hence this indicates the lack of curriculum upgrading (Badenhorst & Radile, 2018).…”

Section: Introductionmentioning

confidence: 99%

Teacher’s Viewson the Relevance of Technical and Vocational Educationand Training (TVET) College Curriculato Labour Market

Nkwanyane¹,

Makgato

Ramaligela

2020

Oj-TP

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 99%

Teacher’s Viewson the Relevance of Technical and Vocational Educationand Training (TVET) College Curriculato Labour Market

Nkwanyane¹,

Makgato

Ramaligela

2020

Oj-TP

View full text Add to dashboard Cite

“…DineoUmm, [sigh] … I think the thing is … I am not being negative but it's not going to be easy to get the training (apprenticeship), being a woman, they prefer men out there. (Naledi) Studies that have been conducted to date in South Africa on the transition from college to the labour market reveal results that are not very encouraging (see Papier, 2017;Papier, Powell, McBride & Needham, 2018;Cosser, McGrath, Badroodien & Maja, 2003). Papier (2017) noted that a lack of practical training or exposure to the work environment has a great influence on a person's transition to the labour market.…”

Section: Experiences Of Women Students After They Exit Collegementioning

confidence: 99%

“…(Naledi) Studies that have been conducted to date in South Africa on the transition from college to the labour market reveal results that are not very encouraging (see Papier, 2017;Papier, Powell, McBride & Needham, 2018;Cosser, McGrath, Badroodien & Maja, 2003). Papier (2017) noted that a lack of practical training or exposure to the work environment has a great influence on a person's transition to the labour market. In their study, Papier et al (2018) found that 48% of 2013 NATED graduates were not employed either full-time or part-time and they were not in internships or apprenticeships at the time of the research, and only about 52% of the respondents among the group of 2013 NATED graduates had managed to secure employment.…”

Section: Experiences Of Women Students After They Exit Collegementioning

confidence: 99%

Experiences of women students in Engineering studies at a TVET college in South Africa

Matenda¹

2020

JOVACET

View full text Add to dashboard Cite

This article explores the experiences of women students in an Engineering programme at a South African technical and vocational education and training (TVET) college. Drawing on the capabilities approach as the study’s theoretical framework, the author interprets what women go through as they navigate college and transition into the labour market. While there is a growing literature on post-school education, particularly on TVET, few studies focus on the experiences of women students in traditionally male-dominated programmes such as Engineering. Furthermore, South African education and training policies since 1994 make reference to a commitment to resolving the inequalities under the previous apartheid government, specifically with regard to gender inequality. Through a case study approach, the research reported on in this article sought to understand how the democratic government’s commitment to social justice was being implemented and experienced on the ground, and, more particularly, whether it is improving the position of women students. Qualitative data obtained through in-depth interviews were collected in two phases from 14 women in their final trimester of the National Accredited Technical Education Diploma (NATED) programme and about six months after that. The findings show that the students face various challenges while they persist with their education, and also in obtaining either internships or employment. By highlighting the experiences of women in TVET, it is hoped thatthis understanding will help to persuade the government to embrace social justice in the postschool sector so as to enhance the study and employment opportunities of women who enrol in Engineering.

show abstract

“…In management studies, much of the focus has been on attempts to improve management systems (Akoojee and McGrath 2008;Kraak, Paterson, and Bok 2016;Robertson and Frick 2018). Some attention has extended to colleges' external partnerships (Ayentimi, Burgess, and Dayaram 2018), including interventions to improve college-to-work transitions (Papier 2017). A lot of grey material has emerged on institutional change, particularly in South Africa through a series of major college management improvement initiatives (cf.…”

Section: Practice-focused Researchmentioning

confidence: 99%

Vocational education and training for African development: a literature review

McGrath

Ramsarup

Zeelen

et al. 2019

Journal of Vocational Education & Training

View full text Add to dashboard Cite

The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a "hidden hand". Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals' and communities' views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.

show abstract

Improving college-to-work transitions through enhanced training for employment

Cited by 19 publications

References 1 publication

Teacher’s Viewson the Relevance of Technical and Vocational Educationand Training (TVET) College Curriculato Labour Market

Teacher’s Viewson the Relevance of Technical and Vocational Educationand Training (TVET) College Curriculato Labour Market

Experiences of women students in Engineering studies at a TVET college in South Africa

Vocational education and training for African development: a literature review

Contact Info

Product

Resources

About