Facilitating Non-School-Based Technical and Vocational Training for Disadvantaged Youths in South Africa

Abstract

Disadvantaged young people in Sub-Saharan Africa are the most stricken by unemployment because of their socio-economic background. Technical and vocational training programmes appear to be a remedy for their situation because the approaches of training delivery are practice-oriented. Using experiential learning theory, the article examines the enabling factors for the effectiveness of non-school-based technical and vocational training on skills acquisition. To get a full picture of the enabling factors for the effectiveness, the study used mixed methods research approach. Mixed methods research is an approach that involves a combination or association of both qualitative and quantitative approaches. The study used self-completion questionnaires, one-on-one semi-structured interviews and site observations to collect data from 512 young trainees, 24 training managers and 32 trainers. The findings reveal that the facilitation methods mostly used were the practical sessions in workshops, on-the-job training and workplace-based training. The author concludes that the practice-oriented methods were useful to empower the young trainees to acquire skills and abilities required for immediate employment. The article demonstrates how useful is the experiential learning theory in the delivery of the programmes for skills acquisition. The significant element of this article is the application of four stages of experiential learning theory to non-school-based technical and vocational training. The practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help them entre the labour market. The article is significant because youth growing up in poor households, and without access to opportunities to acquire skills, will have challenges to take care of their families in their adulthood.

Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation

“…Teacher professional development has garnered significant attention in the literature, both globally and within Africa. Numerous studies have investigated why teachers successfully develop classroom practices through professional development programs (Andersson & Palm, 2018;Nhlumayo, 2022;Mayombe, 2023). Additionally, the impact of professional development on teachers' understanding of specific topics, such as the nature of science (Chanetsa, 2023) and behavior management (Paramita et al, 2023), has been explored.…”

“…The effectiveness of professional development programs in African contexts has been a topic of interest (Mayombe, 2023). Some studies have identified challenges in implementing these programs, such as limited implementation of new practices by teachers (Andersson & Palm, 2018;Pohan et al, 2022).…”

“…In African contexts, teacher professional development is crucial for addressing unique challenges, such as large class sizes, limited resources, and changing educational landscapes (Govender & Ajani, 2019;Nhlumayo, 2022;Mayombe, 2023). Strategies should align with teachers' classroom needs and contexts (Roberts, 2017;Ajani, 2021).…”

“…Inclusivity is vital in professional development, encompassing seasoned and novice teachers (Mayombe, 2023). Regular participation allows experienced teachers to reaffirm their accumulated knowledge, skills, and experiences in the rapidly evolving educational landscape (Govender et al, 2023).…”

“…African governments should play a critical role in facilitating alignment (Mayombe, 2023). Strategic policy frameworks and sustained government commitment are essential (Nkambule et al, 2018).…”