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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 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.