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Work Integrated Learning (WIL) has surfaced as a process that involves the transfer of theoretical knowledge to the actual practical application in the working environment. It is a pedagogical approach to placing students in touch with the realities of the working environment. Hence, the role of WIL is to develop student readiness for the working environment. The study explored the influence of WIL on student readiness for the working environment of the final year students in the department of Human Resources Management at the DUT. The objectives of the study were threefold: (i) to establish whether there is a relationship between WIL and student readiness of third year HRM for the working environment (ii) to ascertain the perception of third year HRM students regarding WIL, and (iii) to identify the factors that influence the effectiveness of WIL. The study adopted the positivist research paradigm and used the quantitative approach. A structured closed-end questionnaire was used to gather data which was analysed using SPSS version 30. Both descriptive and inferential statistics were conducted to draw deductions. The study used consensus sampling and a total of 80 responses were received. The results of the study indicated that student readiness exhibited a strong positive correlation with the WIL programme effectiveness. Furthermore, readiness showed a moderate positive correlation with the preparation programme. A weaker yet statistically significant correlation was observed between readiness and support.

The COVID-19 pandemic profoundly disrupted traditional Work-Integrated Learning (WIL) practices in South African Universities of Technology (UoTs), necessitating rapid adaptation to virtual, hybrid, and project-based learning models. This study investigates post-COVID WIL practices, stakeholder perceptions, curriculum impacts, and the effectiveness of newly implemented strategies. Situated within an interpretivist paradigm, a qualitative approach was adopted to explore the meanings participants ascribe to WIL experiences. An exploratory multiple case-study design enabled in-depth insights across six UoTs. Data were collected via semi-structured interviews with 27 participants; including lecturers, WIL coordinators, and document analysis to capture diverse perspectives and institutional artefacts. Interviews were transcribed verbatim and managed in NVivo; thematic analysis combining deductive and inductive coding was applied to generate categories, subthemes, and overarching themes aligned to the research objectives. Thematic analysis revealed four overarching dimensions: (1) current WIL practices, including communication strategy development, traditional placements, project-based learning, and collaborative mentorship; (2) stakeholders’ perceptions, highlighting opportunities and constraints in transitioning to online and hybrid modalities; (3) curriculum impacts, reflecting both enhanced work-readiness and systemic limitations such as misaligned placements, insufficient exposure, and financial inequities; and (4) a balanced assessment of WIL strategies, emphasizing the integration of virtual approaches, simulation technologies, traditional placements, and industry partnerships. The main findings demonstrate that hybrid, adaptive WIL models supported by structured mentorship, formalised industry collaboration, and reflective practices optimally cultivate employable, competent, and resilient graduates. The study underscores the need for strategic planning, institutional capacity building, and equity-focused interventions to sustain WIL effectiveness in post-pandemic higher education

This study demonstrates that transitioning into a new career at 35 is not a restart but a strategic shift enabled by business education. Through qualitative insights from mid-career participants, the findings show that motivations for pivoting often stem from the pursuit of stability, growth, and renewed professional purpose. Business education supported by mentorship, practical learning and exposure to modern business practices was found to enhance confidence, expand skill sets, and open new career opportunities. Importantly, many respondents only fully recognised the transformative value of such education during their learning journey. Overall, the study highlights the critical role of accessible and relevant educational pathways in empowering individuals to navigate career change effectively and sustainably. 

This study investigates the correlation between the enhancement of digital skills and employability among university students in South Africa, with ramifications for inclusive economic growth. The escalation of graduate unemployment and the growing digitisation of the job market have heightened apprehensions regarding the disparity between higher education results and industry skill demands. This study examines the impact of several dimensions of digital skills on employability readiness and perceived employment outcomes, utilising Human Capital Theory, the Technology Acceptance Model, and Skill-Biased Technological Change theory. A quantitative, cross-sectional survey approach was employed, utilising a prepared questionnaire distributed to 384 final-year students at an Open Distance and e-Learning (ODeL) university. The data were examined via descriptive statistics, correlation analysis, and Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate generally inadequate digital skill mastery, especially in related and collaborative aspects, despite extensive utilisation of digital tools. Nonetheless, substantial positive correlations were identified between all categories of digital skills and employment readiness. Cognate skills (β = 0.271, p < 0.001) and technical skills (β = 0.263, p < 0.001) were identified as the most important determinants of perceived employment outcomes, although inventive skills exhibited no notable direct effect. The findings affirm that essential digital competencies are crucial factors influencing graduate employment within the South African setting. The research underscores the necessity for systematic integration of digital skills into university curricula and enhanced collaboration among higher education institutions, industry, and government. By augmenting digital human capital, institutions may improve graduate employability and foster greater inclusivity in the digital economy.

Africa’s labour market is undergoing rapid transformation driven by technological disruption, demographic shifts, climate-related pressures, and evolving employer expectations. For higher education institutions, this context presents both a challenge and a strategic opportunity: the need to recalibrate curricula to meet the demands of a future driven workforce to address this imperative, the study employs a structured desktop review drawing on scholarly literature, policy frameworks, labour market analytics, and regional case studies across African higher education, between the period of January 2020 and January 2026.  This methodological approach enables the systematic synthesis of cross-sector insights and supports a critical evaluation of the misalignments between current curriculum practices and the competencies required in an evolving labour market. The aim of this study is to critically examine the alignment between African higher education curricular and the evolving demands of the labour market, and to identify curriculum design principles that can support the development of adaptable, digitally fluent, and socially responsive graduates suited to a future driven African workforce. The analysis examines how African higher education can intentionally align curriculum design with emerging workplace realities to produce graduates who are adaptable, digitally fluent, and socially responsive. The findings reveal persistent limitations in traditional content-heavy programmes, which often fail to cultivate the flexible, interdisciplinary, and technology-enabled competencies demanded by contemporary employers in response, this study argues for a shift toward competency based, industry informed, and contextually grounded curriculum models. Curriculum recalibration is a critical lever for shaping a resilient, innovative, and inclusive African workforce. A future proof curriculum, it argues, must integrate technological competence, adaptability, and social responsibility to prepare graduates for fluid, technology-enabled, and socially responsive careers.

Career trajectories and graduate employment outcomes have been extensively studied across disciplines; however, the post-graduation pathways of National Certificate Vocational (NCV) Office Administration graduates from Technical and Vocational Education and Training (TVET) institutions remain under-investigated. This study, grounded in Kolb’s Experiential Learning Theory (ELT), explores the career destinations of NCV Office Administration graduates from a TVET college in Limpopo, South Africa. Adopting a qualitative research design within a constructivist paradigm, data were collected using open-ended questionnaires from 13 purposively sampled graduates. Thematic content analysis revealed a significant misalignment between the skills imparted by the NCV programme and labour market demands. This skills mismatch, exacerbated by limited industry engagement, adversely affects graduate employability. Based on these findings, the study recommends the establishment of a dedicated career guidance unit within the college to support informed programme selection and career planning. Furthermore, it advocates for enhanced collaboration between the college, academic staff, and industry stakeholders to facilitate graduates’ transition into employment. Curriculum development should respond dynamically to empirical insights reflecting current labour market trends. This study contributes to the discourse on improving employability outcomes for NCV Office Administration graduates and identifies avenues for further research.

Recent graduates often struggle to find suitable work, therefore, internships provide them with the skills they need for future employment opportunities. The study explores the nexus between internship programs and graduate skills development and the challenges hindering effective implementation of internship programs. The study used a pragmatic paradigm and convergent parallel design, involving 190 officials and interns from the Limpopo Department of Education Head Office, and analyzed using thematic and descriptive statistics.  The study found that 33% of respondents believe internship programs are hindered by a lack of human and financial resources, with seven major themes including administration, incompetence, attitudes, stipends, and workload. The study demonstrate four main themes: administration, incompetency, lack of resources, interns and mentors attitude, stipend and workload as the main challenges in internship programs. The study revealed that interns can acquire valuable skills and experience that can significantly enhance their chances of securing a job post-internship. This study concludes that internship programs is pivotal for providing skills development for recent graduates to foster their employability in the job market search. This research can be applied in the Limpopo Department of Education and other institutions that provide internship programs, as well as in the field of Public Administration, in terms of policy and personnel functions in making informed policies. This study enhances knowledge in literature review and policy making for Limpopo Department of Education, enhancing officials' and interns' perspectives on internship programs. The study recommends that the LDoE, should be able to have enough to resources provide for all necessary aspects to ensure effective implementation of internship, as well as employ personnel well equipped to train the interns.  By providing resources it is believed that internship programs can run smoothly. However, it is recognized that a potential challenge such as training mentors which will need to be addressed through external interventions.

The transition from high school to higher education or the workforce represents a critical phase in a learner's life. Career orientation programs play a vital role in navigating this transition, with universities positioned to enhance high school career orientation initiatives through their resources, expertise, and industry connections. The aim of this paper is to highlight the key role that universities play in enhancing school career orientation programs. The paper is looking at providing current challenges facing these programs and also providing some future prospects.  This paper adopts a qualitative approach, reviewing existing literature on the impact of university involvement in these programs. The findings reveal that university involvement provides several strengths and highlights areas for potential improvement in current practices. The article recommends the enhancement of career guidance, improved access to resources, increased industry exposure, and strengthened mentorship and support, developing structured collaboration frameworks between universities and high schools, implementing continuous evaluation mechanisms for these programs, and focusing on tailored support for under-resourced schools and re such as enhanced career guidance, improved access to resources, increased industry exposure, and strengthened mentorship and support. Consequently, the highlights that collaboration between universities and high schools is essential for bolstering career orientation initiatives at the high school level.

The ongoing issues of unemployment and inequality in South Africa require a unified approach to improve employability through the development of transversal skills. This project aligns with Sustainable Development Goal 8 (SDG 8), which advocates for decent work and sustainable economic development. Transversal abilities, including communication, problem-solving, teamwork, and adaptation, are recognised as essential for success at both individual and organisational levels. However, there is a significant lack of research examining the direct economic effects of these talents in the South African environment, especially regarding earnings and employment opportunities. This article investigated the paramount transversal talents, assessed their returns in the labour market, and analysed their importance for workforce development in South Africa. The findings revealed significant disparities in the economic returns linked to various transversal abilities, with high-demand competencies like project management and business strategy yielding the greatest economic advantages. These findings highlight the necessity for focused skill development programs to improve employability and reduce labour market inequalities in South Africa. It offers implementable sanctions for policymakers, employers, and educators, enabling the synchronisation of skill development policies with the evolving demands of the labour market and promoting inclusive economic growth in South Africa.

Over the years, internship programmes have been used by the government to reduce youth unemployment. However, there is no clear indication of the extent to which the programmes enhance the career progression of recipients and whether internship programmes are essential in determining an individual career path. Hence, the study sought to examine the relationship between internship programme and career progression. A quantitative study was adopted to investigate the relationship of internship programmes with the career progressions of recipients in South Africa. The data was collected from Mbombela Municipality's current internship candidates and employees who were absorbed from the internship programme using a four-point Likert scale self-developed questionnaire. Out of one hundred research instruments distributed to research participants that were identified based on purposeful and convenient non-probability sampling, only seventy useful responses were retrieved. Descriptive statistics were used to analyse the participant's demographic information, while Pearson Product-Moment Correlation was used to analyse the relationship between the internship programme and career progression. The result was 0.001, which means that a positive linear correlation exists between internship programmes and career progression. When managed correctly, these programmes can effectively curb the unemployment rate through absorption, personal development, and providing the right experience matching their qualifications. Furthermore, by emphasising the subtle aspects of internship programmes that have significantly impacted each programme participant's career growth, the study contributes to the existing knowledge of the study variables in order to structure internship programmes according to the educational qualification and provide participants with the required tools that will enhance a positive career progression when the internship is concluded.

The study explored the experiences of unemployed graduates at Vleifontein Village Elim in Makhado Local Municipality in Limpopo Province, South Africa. To achieve the mandate of the study, the researcher adopted a unique qualitative research approach, which gathered in-depth data from the participants. This approach, distinct in its focus on understanding the experiences of unemployed graduates, aided in the elevated understanding of the research problem.  The study adopted an exploratory qualitative research design to gather or collect data from the participants, and the researcher used semi-structured interviews consisting of open-ended questions administered face-to-face to observe gestures, emotions, feelings, or even how they react to the questions. Furthermore, purposive sampling was used to select the sample that formed part of the interviews. Additionally, the study adopted the Conflict theory by Karl Marx to integrate with the study. Therefore, the findings of the study deduced that most of the participants understood the meaning of unemployment as their current socio-economic state, both from a financial and psychological perspective. Moreover, on the issue of the challenges, the findings deduced that they are not experienced and skilled enough for the jobs they are applying for. In that light, the study emphasizes the need for increased employment opportunities to minimize the negative impacts faced by unemployed graduates, which includes specialized training of graduates to render services that would make it easier for the graduates to find employment.

This study examined the role of soft skills, technical skills and academic performance on graduate employability. The study was underpinned by the Human Capital Theory. By using a positivist quantitative approach data were collected from one higher education institution in Tanzania. The study used a sample of 217 final year students who filled a standard questionnaire. Data analysis employed descriptive and inferential statistics. The study found that soft skills (r=.644, p<.05), technical skills (r=.593, p<.05) and academic performance (r=.376, p<.05) individually predict perceived graduate employability. As per the findings, students with better soft and technical skills have a higher chance of getting employed. On the other hand, students with higher academic performance as measured by grade point average (GPA) are more employable than those with lower performance. Controlling these three independent variables depends on efforts of various stakeholders. This research calls for collective efforts of educators, policy makers, students, regulatory authorities and other stakeholders to work in ensuring that right and relevant skills are provided in HEIs and there is a supportive environment for students to perform better academically.

This paper aims to examine the determinants influencing students' choices of academic majors, with a specific focus on business programs at private universities in Bangladesh. It evaluates the relative impact of various factors including subject interest, perceived prestige of the major, faculty reputation, earning potential, and availability of the major. Additionally, this study seeks to analyze how these determinants align with broader socio-economic and institutional contexts. Employing a hybrid analytics method, the study utilizes both quantitative analysis and factor analysis techniques. A dataset of 276 students from three private universities in Bangladesh was surveyed using a structured questionnaire based on a Likert scale. This data was collected over a period that reflects the current trends and perceptions among students regarding their choice of academic majors. The main findings of the study demonstrate that (i) intrinsic interest in the subject significantly influences major choice, (ii) perceptions of economic outcomes associated with the profession, such as earning potential, play a crucial role, and finally, (iii) institutional factors like faculty reputation and the prestige of the major also significantly impact students' decisions. These findings underscore the complexity of factors that students consider when choosing their academic majors, highlighting the interplay between personal interests, economic considerations, and institutional attributes.

The purpose of the paper is to examine the human capital and human capability models in order to show the connection between graduation and employment. There appear to be topical issues in Zimbabwean electronic and print media regarding the complaint of the mismatch between the students’ training and the product of graduates, which may lead to the failure to meet the industry’s needs. The mismatch between the university curriculum and national developmental needs results in the production of graduates who have to be trained in order to be employable in industry, and this little linkage led me to write this paper. A qualitative interpretive study of the examination of the gap between graduation and employability was used after identifying a small-scale case study with twenty (20) managers and university students that were purposefully sampled and then interviewed. The results of the interviews were presented in tables and graphs, then analyzed and interpreted. The findings of the results revealed that Zimbabwean businesses are suffering from the influx of recent graduates who lack the market-required scientific, technological, social, problem-solving, and creative abilities. The involvement of different stakeholders in higher education institutions, including the government, universities, and industries, should lead to the production of education and economic policy’s new language, posture, position, and direction that Zimbabwe could take to stabilize the economy. A new stable season where values are corrected and projected towards economic recovery, industrialization of the economy, and the creation of employment can be realized.

In South Africa, the internship programme was introduced under the Skills Development Act of 1998, with the primary goal of addressing the country's skills shortage and fostering the growth of a skilled workforce. This act laid the foundation for various skills development initiatives, including internships, aimed at enhancing employment prospects and facilitating the transfer and development of essential skills among graduates. As a result, the pursuit of internship programme has become a prevalent practice among university and college graduates in South Africa, as they recognize its significance in securing employment and acquiring the necessary skills. Considering this, the objective of this study was to examine the relationship between internship programme and skills development within three government departments in Limpopo Province. The research employed a quantitative research approach and collected empirical data using semi-structured questionnaires. Seventy-one (71) past and present interns from the three select government departments were surveyed between October and December 2019. The data collected were analysed using Microsoft Excel. The study's findings reveal a positive nexus between the internship programme and skills development. Interns were able to acquire a diverse range of skills.  The study recommends that there should be a rotational assignment as part of the internship programme to expose interns to different departments. Internship programme should serve as a valuable platform for the transfer and development of skills, providing interns with meaningful experiential learning opportunities.

This study aimed to explore how soft skills development is done in higher education institutions (HEIs) by considering the roles of HEIs and students. The study used a mixed research approach comprising qualitative and quantitative methods. Qualitative data was collected from 16 students using semi-structured interviews. In comparison, quantitative data was collected using a standard questionnaire from 342 students pursuing management and administrative undergraduate programmes in one of the universities in Tanzania. Through questionnaires, participants were asked to rank soft skills according to their relevance to their careers. The top five most relevant soft skills identified were communication, leadership, decision-making, teamwork/orientation and problem-solving. In addition, participants self-evaluated their levels of soft skills. Findings demonstrate that students perceived to have more customer orientation, communication, decision-making, problem-solving, and work-ethic skills. Through qualitative interviews, participants narrated the role of HEIs in developing soft skills and their personal initiatives to acquire the skills. It was found that joining clubs and associations, taking leadership roles, reading self-development books, watching videos and attending soft skills training are initiatives that students use for soft skills acquisition.

Given that undergraduates, graduates and tertiary institutions of higher learning are uncertain Given that undergraduates, graduates, and tertiary institutions of higher learning are uncertain regarding the expectations of employers in the work organizations on the skill that graduates possess, the study presented in this paper attempts to provide some meaningful clues in that directions. The study followed a research question that interrogates what employability skills employers expect graduates to possess for an entry-level job. Designed as a descriptive study, a quantitative research approach was chosen, where the survey method of data collection was employed through a closed-ended structured questionnaire. The study targeted employers (managers) of public and private work organizations in the health and education sectors in a South African town Mthatha, from where a sample of 41 participants (representing organizations) was drawn. The study employed a stratified random sampling in selecting the participants, which ensured that the principle of selecting representatives of the target population was met. Data collected from the participants were analyzed by the use of selected descriptive tools. The analyzed data revealed that all employers expect graduates to possess all the 13 skill areas that employees require to function in the workplace. Surprisingly, the employers mostly expect least from the young graduates in terms of quantitative skills and leadership capabilities. While this finding corroborates what exists in the literature, it provides a new dimension with regard to priority skills needed by employers in the South African labor market. The study, therefore, recommends that the work organizations and higher institutions of learning should form a partnership and a close relationship so that they can assist one another in building the employability skills of graduates.

This study aims to investigate the effectiveness of marketing communication tools adopted by graduates of the Durban University of Technology. A quantitative approach was utilised, and data were collected through a structured self-developed questionnaire. The population for this study was graduates of the Durban University of Technology. A sample of four hundred and fifty questionnaires was administered to graduates from all faculties at the Durban campuses. The findings revealed that the communication media adopted by the respondents were generally appropriate and effective. The results indicated that traditional communication tools (newspapers and career magazines) and non-traditional communication tools (amongst others, social media, the internet websites, electronic databases and email systems) were adopted by graduates. The university allocates a 4life email address to all registered students. The 4life email address is maintained after completion of studies thus facilitating email communication between the graduates and cooperative education. Furthermore, respondents suggested that email communication fosters a strategic world of work engagements and partnerships with the University of Technology in recruiting high-caliber graduates. Therefore, the study concludes with the notion that a blend of traditional and electronic marketing communication is required. It is important to note traditional postal addresses have been replaced with email.

An increasingly dynamic career context has changed the nature of careers and led to the emergence of more autonomous and self-directed boundaryless careers. The common idea in different forms of boundaryless careers is mobility. Psychologically and physically mobile individuals start to manage their own careers in terms of their personal pursuits. In such a career environment, the nature of career success has also changed. The importance of subjective career success has been emphasized more than objective career success because only individuals themselves can meaningfully define and assess their career success with reference to their own self-defined standards, needs, and values in such an unstable environment. With the transmission of career responsibility to the individuals, the need to develop career competencies as knowing why competencies, knowing whom competencies, and knowing how competencies emerge in order to survive and become successful. This study reviews career concept and the new perspectives as a boundaryless career within a constantly changing environment which makes it impossible to become successful unless gaining new competencies and survival methods and the new perspectives on career success with a growing increase in subjective career success instead of objective career success