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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.