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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.

Academic advising is essential in equipping students for their careers, particularly in specialized fields such as Management Accounting, where alignment with industry expectations is critical. This study investigates the effectiveness of academic advising in enhancing the career readiness of Management Accounting students at the Durban University of Technology (DUT) in South Africa. Employing a quantitative research approach, data was collected from 33 students through structured surveys, focusing on key components of advising, including skill development, job market insights, mentorship, and employability support. The findings reveal that academic advising plays a significant role in fostering students’ understanding of essential professional skills, career planning, and industry trends. Students expressed high satisfaction regarding advising related to course selection and resume preparation, achieving a mean score of 4.03 (SD = 0.810) for the impact of advising on skill development. However, lower mean scores in areas such as internship opportunities (3.61, SD = 1.223) and interview preparation (3.67, SD = 1.051) indicate existing gaps in connecting theoretical knowledge with practical work experience. Furthermore, the study identifies demographic variations in advising effectiveness, with Generation Z students showing a preference for digital career resources, while female students expressed the necessity for gender-sensitive career support. Although the study highlights the overall positive impact of academic advising, it emphasizes the need for enhancements to better align with industry expectations. Recommendations include incorporating experiential learning, strengthening mentorship programs, expanding digital advising resources, and fostering partnerships between industry and academia. These improvements will ensure that students not only excel in their academic pursuits but also transition smoothly into professional roles. The study contributes to the broader dialogue on higher education and employability by providing insights into the evolving role of academic advising in preparing graduates for the workforce.