Youth high unemployment/unemployability in South Africa: the unemployed graduates' perspectives

Mseleku, Zethembe

doi:10.1108/heswbl-06-2021-0114

Cited by 16 publications

(11 citation statements)

References 16 publications

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“…Hence, the National Development Plan advocated the creation of 11 million job opportunities between 2012 and 2030. Unfortunately, based on the current reality, such realism seem unattainable as unemployment levels has geometrically increased since 2012, when checked against the number of unemployment South Africans whom are seeking employment opportunities; coupled with the concern of stagnated economy Mseleku, 2022). Furthermore, the National Development Plan also prioritised welfarism in its content.…”

Section: War On Poverty In South Africamentioning

confidence: 99%

“…It advocated that South African citizens do not live below the minimal stipulated standard of living by 2030. However, based on the current trajectory, the poverty and inequality trends have been quite egregious in recent times (Alexander, 2022;Mseleku, 2022). More so, in a bid to persistently keep fighting poverty in South Africa, as at December 2019, an estimated 17.3 million South African benefitted from social grants (SASSA 2022).…”

Section: War On Poverty In South Africamentioning

confidence: 99%

“…Whilst most of these initiatives have been widely criticised from different quarters, with the argument that a significantly high proportion of South Africans still wallow in abject poverty (Rogan, 2016;Lund and Cois, 2018;Mseleku, 2022). Authors such as Magombeyi and Odhiambo (2018); and David et al (2018) hold a different view.…”

Section: War On Poverty In South Africamentioning

confidence: 99%

“…As opposed to China's high performing government officials and highly competent civil servants; same may not be said about South Africa, which often is plagued by underperforming, inefficient and corrupt personnel (Mseleku, 2022;Meyer and Nishimwe-Niyimbanira, 2016). A further perceived obstacle is the concern of underfunding of research in South Africa (Meng, Mu and Tong, 2022).…”

Section: Difficulty Of Replicating In South Africamentioning

confidence: 99%

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China’s war on poverty

Bakre

2023

IJRBS

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Prior to China’s reform, the poverty count surpassed that of the whole African continent. However, within five years, the Chinese could reverse this narrative. Between 1980 and 2020, China lifted a staggering 800 million citizens out of poverty. By February 2021, the Chinese declared that the war on ‘absolute poverty’ had been won when measured using the standard equivalence of $2.30 a day per person. In consonance with the Chinese feat on poverty, the study examines the strategy adopted in defeating poverty and highlights fundamental lessons that rural developmental stakeholders in South Africa may embrace in achieving a similar feat. To achieve this aim, the study adopted a literature review alongside a desktop analysis in deducing critical lessons from the Chinese war on poverty that may apply to rural developmental stakeholders in South Africa. Hence, an extensive assemblage of earlier studies on Chinese poverty alleviation strategies was looked into systematically. The study highlights potential challenges the South African rural developmental stakeholders may face in an attempt to replicate the Chinese stratagem. The study thus concludes with practical steps rural developmental stakeholders in South Africa may adopt to create viable rural spaces devoid of egregious forms of poverty.

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Section: War On Poverty In South Africamentioning

confidence: 99%

Section: War On Poverty In South Africamentioning

confidence: 99%

Section: War On Poverty In South Africamentioning

confidence: 99%

Section: Difficulty Of Replicating In South Africamentioning

confidence: 99%

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China’s war on poverty

Bakre

2023

IJRBS

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“…There is widespread concern that current undergraduate programmes are not generating graduates with the requisite life-long learning capabilities for their careers (De La Harpe et al, 2000;Karakolis et al, 2022;Mseleku, 2022) although higher education has the capability and obligation to catalyze and nurture both life-long-learning of workers at all career stages and a learning-centered workplace environment (Baker, 1995). Traditional evaluation approaches focus on knowledge acquisition rather than proficiency in employment qualities (Ferns & Zegwaard, 2014).…”

Section: Affective Domain Of Critical Thinkingmentioning

confidence: 99%

Soft Skills for Employability from Academics Perspectives

Shah

Aziz

Balraj

2022

JADHUR

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Critical Thinking skills sum up the proficiencies needed for employment. Critical Thinking skills especially Soft skills are identified as a job barrier in Malaysia. Employers assert that our graduates lack Soft skills, thus in 2006, the Malaysian government introduces and encourages the use of Soft skills, which include communication skills, problem-solving and thinking skills, continuous learning skills and information management skills, work in group skills, leadership skills, entrepreneurship skills, and professional ethics. This study focuses on the Soft skills for graduates’ employability through three objectives: to investigate the Soft skills needed by graduates, to determine whether graduates have the soft skills required for employment and whether these skills are being taught at university. The research methodology consists of a survey aimed at lecturers at the Language Centre, National Defence University of Malaysia, using a mixed-method approach. The online survey contains both closed and open-ended questions and is analyzed using SPSS v.25.0 and manual content analysis. Results indicate that the most desired Soft skills are Communication Skills, Problem Solving and Thinking Skills, and Teamwork Skills. Lecturers agree that graduates must be equipped with the Soft skills needed for employment and they perceive that these skills are taught at the university. The lecturers agree on the importance of Soft skills, and this is supported by the overall findings. This research suggests that higher educational institutions should teach Soft skills either through a course specifically for Soft skills or integrated into courses designed to meet employers’ needs.

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COVID-19 Impact and Recovery on Tourism in Africa: An Introduction and Background

Chihwai

2024

COVID-19 Impact on Tourism Performance in Africa

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Youth high unemployment/unemployability in South Africa: the unemployed graduates' perspectives

Cited by 16 publications

References 16 publications

China’s war on poverty

China’s war on poverty

Soft Skills for Employability from Academics Perspectives

COVID-19 Impact and Recovery on Tourism in Africa: An Introduction and Background

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