Explore publications.

This study examines how curriculum relevance and workplace-based mentorship influence apprenticeship outcomes in South Africa’s manufacturing industry, with a focus on persistent skills gaps between training provision and industry requirements. Guided by Objective 1, which seeks to examine the relevance and alignment of apprenticeship curricula with the skills, technologies, and competency demands of the manufacturing sector, and Objective 3, which explores the role of mentorship and workplace-based learning in supporting skills development, employability, and workplace readiness, the study investigates the extent to which current apprenticeship programs reflect contemporary manufacturing practices. A qualitative, multi-case research design was employed, drawing on in-depth interviews with stakeholders from public colleges, private training centres, and small and medium-sized enterprises (SMEs). The findings reveal a sustained misalignment between formal apprenticeship curricula and modern manufacturing technologies, including automation, robotics, and advanced production systems, largely resulting from centralised curriculum control and limited institutional autonomy. In contrast, mentorship and workplace learning emerged as critical mechanisms for translating theoretical knowledge into practical competence, strengthening professional identity, and developing both technical and soft skills. However, the effectiveness of mentorship practices varies across institutional contexts, with colleges facing greater structural and policy constraints than SMEs and training centres. The study concludes that bridging skills gaps in South Africa’s manufacturing sector requires an integrated approach that combines responsive curriculum reform with structured, industry-embedded mentorship and authentic workplace learning opportunities, offering practical and theoretical contributions to vocational education and training scholarship.

This study investigates how business and skill development can enable African youth to advance lasting peace amid obstacles like unemployment and conflict. Addressing structural obstacles to economic opportunity is essential for promoting social stability and development in Africa, where the youth population is expanding quickly. In order to assess the effects of entrepreneurship and vocational training programs on youth empowerment and peacebuilding, the study uses a secondary qualitative analytical methodology, using organizational reports, case studies of African programs, and existing literature. The results show that vocational training programs run by Young Africa's Skills2Live project and Don Bosco Tech Africa have improved community cohesiveness, economic independence, and employability. In addition to lowering their susceptibility to extremist recruiting, entrepreneurship programs have given young people the skills they need to deal with financial difficulties. Nonetheless, issues including gender inequality, restricted financial resources, and a lack of alignment between training initiatives and industry needs continue to exist. It is revealed that entrepreneurship and skill development are progressive strategies for reducing youth unemployment and promoting peace. Some policy proposals include increasing access to vocational training, encouraging gender-inclusive entrepreneurial projects, fortifying public-private partnerships, and including conflict resolution education in empowerment programs. These tactics are crucial for Africa's youngsters to have a resilient and peaceful future.

This study aims to evaluate the representation of entrepreneurship in business studies syllabus in South African Schools. A qualitative research methodology was used to evaluate the entrepreneurship in South African secondary schools.  Furthermore, little representation of entrepreneurship in the syllabus and business studies have direct link with entrepreneurship. Currently, the Grade 10-12 curriculum for Business Studies focus on the development of knowledge, skills and values. This study calls for Self- Directed Learning in Business Studies Grades 10 -12 to promote entrepreneurship in South African Schools.  A purposive sample of ten Grade 12 teachers were selected from five secondary schools, to cater for all quintile 1 to 5 in Edendale circuit. A case study research design was employed. Data collection was prepared using face-to-face, semi-structured interviews. Generate data was analysed through thematic analysis.  The study adopted the Achievement Goal Theory. The findings indicated that challenges facing students is the lack of practical demonstration because business studies is a practical topics.  Moreover, the findings revealed obstacles in successful teaching and learning of business studies in secondary schools, due to lack of competent teachers, insufficient instructional resources and bad teaching methods. The study recommends for the implementation of self-direct learning program on entrepreneurship were learners for grade 8 to 12 can learn on their pace. In addition, incorporating entrepreneurship courses into the curriculum, fostering an entrepreneurial mind-set, and providing mentorship can equip learners with the skills and knowledge necessary to start their own businesses. Furthermore, collaboration with local entrepreneurial ecosystems, and funding organizations is important.

This systematic literature review investigates the role of entrepreneurship curriculum in empowering rural students for socio-economic development in South Africa. Entrepreneurship education has gained prominence as a means to address unemployment and poverty, particularly in rural areas. However, there is a gap in understanding how entrepreneurship curriculum can effectively empower rural students. Through a systematic review of literature published between 2010 and 2024, this study examines the existing research to elucidate the impact of entrepreneurship curriculum on rural student empowerment and socio-economic development in South Africa. The findings contribute to the body of knowledge by identifying key themes, challenges, and best practices in entrepreneurship education for rural students.

This study investigates the experiences of Technical and Vocational Education and Training (TVET) graduates in rural ecology with work-based education (WBE), commonly known as work-integrated learning (WIL). The study was conducted at two campuses of Umfolozi TVET colleges in northern KwaZulu-Natal, focusing on post-graduation experiences. The National Certificate Vocational (NCV) qualification, introduced in January 2007, was the focal point, offered at Levels 2, 3, and 4 of the National Qualifications Framework, equivalent to Grades 10, 11, and 12. NCV graduates were selected as participants to explore their encounters with work-integrated learning during employment. Employing a qualitative case study design, the study utilized purposive sampling to identify six participants. Findings revealed systemic challenges faced by NCV graduates, particularly concerning the alignment of the curriculum with the needs of TVET students from rural areas. Additionally, it was noted that college management appeared unaware of the severity of the challenges encountered by students in securing in-service training opportunities. These findings underscore the need for educational institutions and policymakers to address curriculum alignment issues and enhance support mechanisms for TVET students, particularly those from rural backgrounds, to ensure the effectiveness of work-integrated learning initiatives.

South Africa is in a competitive global economy, with enterprises, industries, and service sectors demanding world-class academic, technical, and professional skills and competence. To meet these expectations, the secondary school education system must deliver high-quality learning experiences that connect all secondary school students to the real world by building a strong foundation of academic, technical, and work-related skills. This study’s aim is to explore the corporate world's involvement in the advancement of secondary school learners in moulding learners to be assets for a future workforce. In this study, we borrowed the theory of Bourdieu’s (1995) Social Theory to analyse data and to answer our question: To what degree does the corporate world involvement in secondary school benefit learners? We choose the constructivist paradigm in order to use qualitative methodologies to investigate the reality of the participants. Semi-structured interviews and photovoice were employed to collect data for this study. The population sample comprised of two secondary schools from which the researchers sought to acquire learner perspectives’ and to draw conclusions about how much the corporate sector has been able to contribute to the secondary schools to benefit learners. The study discovered that corporate world businesses get involved in various ways such as offering bursaries to learners, motivational workshops, sports kits, and so forth. This type of involvement by the corporate world usually results in improved teaching and learning, workplace experience, and chances for future employability.

This paper explores the relevance of the industry stakeholder in the production of skilled electrical installation and maintenance technical college (TC) graduates in Port Harcourt, Nigeria. One research question was set in the study: What is the relevance of stakeholder partnerships in the production of skilled Electrical Installation and Maintenance Trade (EIMT) Graduates? A qualitative exploratory case study involving a Community-Based Participatory Action Research (CBPAR) approach was used to purposively select ten participants. The data were generated through individual interviews and focus group discussions and were analysed thematically. Experiential learning theory was employed as a theoretical framework in the study. The study's findings revealed the emergence of the following themes: development of willingness to learn, exposure/development of new relevant trade-related skills, exposure/development of practical skills, challenges of the technical college programme, and innovative teaching. From these findings, the study concludes that the industry stakeholder is necessary for producing skilled EIMT graduates in line with the objectives of the TC programme in Nigeria. Thus, the study contributes to the body of existing knowledge on the Technical College programme and within the field of Technical and Vocational Education and Training (TVET) on the relevance of industry stakeholder partnership in the production of skilled EIMT. Recommendations were also made based on the conclusion.