Vocational Education and Training in Sub-Saharan Africa: Evidence Informed Practice for Unemployed and Disadvantaged Youth

Foreword
Acknowledgements
About This Book
Contents
About the Author
Abbreviations
List of Figures
List of Tables
1 Local Government and Vocational Training Programmes
	1.1 Introduction
	1.2 Youth Unemployment and Implementation of Vocational Education and Training
		1.2.1 Youth Unemployment and Vocational Education and Training in European Union Countries
		1.2.2 Youth Unemployment and Vocational Education and Training in the Middle East Countries
		1.2.3 Youth Unemployment and Vocational Training in Sub-Saharan Africa
		1.2.4 Youth Unemployment and Vocational Education and Training in South Africa
	1.3 eThekwini Municipality’s Engagement to Youth Unemployment
	1.4 Rationale and Problem Statement
	1.5 Goal and Objectives of the Study
	1.6 Principal Theories upon Which the Research Was Constructed
		1.6.1 Human Capital Theory
		1.6.2 Labour Market Segmentation Theory
	1.7 Research Methods
		1.7.1 Study Population and Sample Size
			1.7.1.1 Sampling Method for the Training Centres and Managers
			1.7.1.2 Sampling Method for Trainers or Instructors
			1.7.1.3 Sampling Method for Young Trainees
		1.7.2 Research Instruments and Data Analysis
			1.7.2.1 Self-Completion Questionnaires
			1.7.2.2 Document Analysis
			1.7.2.3 Data Analysis
		1.7.3 Ethical Considerations
	1.8 Summary
	References
2 Vocational Skills Training for Youth in eThekwini Municipality
	2.1 Introduction
	2.2 Unemployment and Lack of Vocational Skills Training with Work Experience
	2.3 Vocational Skills Training of EMA in Partnership with Training Providers
		2.3.1 Types of the Training Programmes
		2.3.2 Types of Vocational Training Courses and Duration
		2.3.3 Training Needs Assessment for Vocational Skills Training
			2.3.3.1 The Importance of Training Needs Assessment
			2.3.3.2 Key Factors in Conducting the TNA Process
		2.3.4 Training Needs Assessment by EMA
		2.3.5 Selection Criteria for Vocational Skills Training
	2.4 Partnership Between EMA and Training Providers
	2.5 Linkages Between EMA and Other Stakeholders in Vocational Skills Training
		2.5.1 Linkages with the Department of Higher Education and Training, and SETA
		2.5.2 Linkages with Local Businesses and Enterprises
		2.5.3 Linkages with Prospective Employers
	2.6 Skills Mismatch and Youth Unemployment
	2.7 Work-Based Training to Tackle Youth Unemployment
	2.8 Socio-Economic Characteristics of the Trainees
		2.8.1 Demographic Characteristics of the Sample Trainees
		2.8.2 Economic Status of the Trainees
		2.8.3 Trainees’ Vocational Training Courses Studied
	2.9 Work-Integrated Learning in Vocational Training
	2.10 Vocational Training Delivery and Skills Acquisition
		2.10.1 Perceptions on Human and Material Resources
		2.10.2 Mode and Approach of Vocational Training Delivery for Skills Acquisition
		2.10.3 Assessment and Certification of Vocational Training Offered by EMA
		2.10.4 Effectiveness of the Training Delivery Environments on Skills Acquisition
	2.11 Post-training Activities of EMA Graduates in the Labour Market
	2.12 Summary
	References
3 The Effectiveness of Vocational Skills Training for Unemployed Youth
	3.1 Introduction
	3.2 Main Government Departments, Companies and Organisations Employing the Graduates
	3.3 Means of Getting Jobs
	3.4 Post-training Support for Graduates’ Wage Employment
		3.4.1 Assumption of Job Placement by Companies Hosting the Training Programme
		3.4.2 No Post-training Support Due to the Lack of Resources for a Tracking System
		3.4.3 Graduates’ Responsibility for Job Seeking
		3.4.4 No Job Guarantee from EMA After Graduating
		3.4.5 Companies Employing Some Graduates Through EMA’s Recommendation
		3.4.6 Graduates Becoming Internal Job Applicants in eThekwini Municipality
		3.4.7 The Use of Labour Brokers or Agencies for Graduate Employment
	3.5 Unemployed Youth and Micro-enterprises
	3.6 Post-training Support for Graduates’ Micro-enterprise Development
	3.7 Impact of Vocational Education and Training on Youth
		3.7.1 Perceived Impact of the Skills Training on Income Generation and Poverty Reduction
		3.7.2 Case Studies of Five Employed Graduates
			3.7.2.1 Case Study 1: Professional Driving Graduate, Employed in a Transport Company
			3.7.2.2 Case Study 2: Lifeguard Graduate, Employed in a Park and Recreation Unit
			3.7.2.3 Case Study 3: ICT Male Graduate, Employed in a Health Unit
			3.7.2.4 Case Study 4: ICT Female Graduate, Employed in a Health Unit
			3.7.2.5 Case Study 5: Diesel Mechanical Graduate, Employed in Big Services
			3.7.2.6 Main Observations from the Case Studies of Five Wage-Employed Graduates
	3.8 Summary
	References
4 The Role of Local Government in Vocational Skills Training of Unemployed Youth
	4.1 Introduction
	4.2 Discussions of the Key Findings
		4.2.1 Needs Assessment for Vocational Training for Unemployed Youth
		4.2.2 Internal Enabling Environments for Vocational Skills Acquisition
		4.2.3 Post-training Activities of EMA Graduates in the Labour Market
		4.2.4 External Enabling Environments Fostering Links for Skills Utilisation in Wage Employment
		4.2.5 The Role of External Partners in Influencing the Graduates to Enter the Labour Market
		4.2.6 Impact of Vocational Skills Training for Youth in eThekwini Municipality
		4.2.7 Impact of Vocational Skills Training on Disadvantaged Youths
	4.3 Summary
	References
5 Tackling Youth Unemployment Through Workplace-Based Vocational Training
	5.1 Introduction
	5.2 Practical Implications of the Findings to the Theoretical Framework
	5.3 The Practical Implication of the Study to Society and for Policy
	5.4 Contribution of the Study to the Body of Knowledge
	5.5 Conclusion
	5.6 Recommendations
		5.6.1 Monitoring and Evaluation
		5.6.2 Enhancing Self-Employment Entry of the Graduates
		5.6.3 General Follow-Up on the Graduates
	References
References
Index