The objectives of the study were firstly to determine the relationship between employability attributes (measured by the Employability Attributes Scale), career adaptability (measured by the Career-Adapt Abilities Scale) and retention factors (measured by the Retention Factor Scale), and, secondly, to determine whether employees from different age, gender, race, tenure and job level groups differ significantly in their levels of employability attributes, career adaptability and retention factors. A cross-sectional quantitative, correlational research design was followed. The non-probability sample consisted of 321 permanently employed salaried employees in a South African automotive manufacturing company. Descriptive statistics, correlations, structural equation modelling and regressions were used for data analysis. The data analysis revealed significant associations between the career metacompetencies and retention factors. In addition, significant differences were found between age, gender, race, tenure and job level groups. / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

The general aim of the study was to assess the relationship between the graduateness, employability and satisfaction with retention factors of individuals and whether graduateness moderates the relationship between employability and satisfaction. The study used a quantitative, cross-sectional research design on a purposive, non-probability sample (N = 100) of predominant black (93%), male (49%) and female (51%) trainees between the ages of 17-29 years (early career). Presenting/applying information skills significantly and negatively predicted compensation while ethical/responsible behaviour significantly and positively predicted satisfaction with job characteristics and organisational commitment. Graduateness related positively to self-perceived general employability. General employability did not significantly predict the participants’ satisfaction with retention factors. Graduate skills and attributes did not significantly moderate the relationship between self-perceived employability and satisfaction with retention factors. Males had significantly stronger perceptions of employability compared to females while females had higher levels of work–life balance satisfaction compared to males. Overall, the results suggest that general self-perceived employability is more a function of graduateness than of retention, while graduateness positively relates to retention factors. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

The objectives of the study were firstly to determine the relationship between employability attributes (measured by the Employability Attributes Scale), career adaptability (measured by the Career-Adapt Abilities Scale) and retention factors (measured by the Retention Factor Scale), and, secondly, to determine whether employees from different age, gender, race, tenure and job level groups differ significantly in their levels of employability attributes, career adaptability and retention factors. A cross-sectional quantitative, correlational research design was followed. The non-probability sample consisted of 321 permanently employed salaried employees in a South African automotive manufacturing company. Descriptive statistics, correlations, structural equation modelling and regressions were used for data analysis. The data analysis revealed significant associations between the career metacompetencies and retention factors. In addition, significant differences were found between age, gender, race, tenure and job level groups. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

The general aim of the study was to assess the relationship between the graduateness, employability and satisfaction with retention factors of individuals and whether graduateness moderates the relationship between employability and satisfaction. The study used a quantitative, cross-sectional research design on a purposive, non-probability sample (N = 100) of predominant black (93%), male (49%) and female (51%) trainees between the ages of 17-29 years (early career). Presenting/applying information skills significantly and negatively predicted compensation while ethical/responsible behaviour significantly and positively predicted satisfaction with job characteristics and organisational commitment. Graduateness related positively to self-perceived general employability. General employability did not significantly predict the participants’ satisfaction with retention factors. Graduate skills and attributes did not significantly moderate the relationship between self-perceived employability and satisfaction with retention factors. Males had significantly stronger perceptions of employability compared to females while females had higher levels of work–life balance satisfaction compared to males. Overall, the results suggest that general self-perceived employability is more a function of graduateness than of retention, while graduateness positively relates to retention factors. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

This research focuses on the relationship between self-esteem, graduateness skills and attributes and career adaptability among young adults in the school-to-work transition phase to assist them in dealing with the transitions they are faced with during the school-to-work transition phase in the hopes of making them more career adaptable and employable. A cross-sectional quantitative research approach was followed, and a non-probability convenience sample (N = 332) of undergraduate black (98.5%) and female (62%) young emerging adults (18 to 29 years) at a Further Education and Training (FET) college in South Africa participated in the study. A canonical correlation analysis indicated a significant overall relationship between the graduateness/self-esteem canonical variate and the career adaptability canonical variate. Hierarchical regression analyses indicated that the relationship between graduateness skills and attributes and career adaptability was moderated by self-esteem. Tests for mean differences revealed that males and females differed significantly regarding their personal self-esteem and lie items. Recommendations are suggested for use by human resource professionals in terms of career development practices. / Human Resource Management / M. Com. (Human Resource Management)

M. Tech. (Department of Information and Communication Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology. / The work-integrated learning (WIL) concept was introduced to enhance the employability of students completing their IT qualification at universities of Technology (UoTs) in South Africa. Employability is defined as a combination of characteristics that make a person a useful and thereby desirable employee. WIL is defined as a component of a curriculum to improve the value of student learning by integrating academic training and practical workplace exposure. However, a large cohort of students registered for the IT qualification at UoTs do not find company placement for WIL, resulting in these students having to complete this final qualifying module of their qualification by undertaking a group project on campus. The group project entails developing a software system for a client. The overall sentiment expressed by employers, lecturers and students in this study is that students who remain on campus for the group project are not as well-prepared as those who find placement at a company for their in-service training. This study aimed to develop and propose an approach to a creative pedagogy in the form of a simulated working environment on campus within a tertiary educational setting to contribute towards enhancing the learner-content relation of WIL students, in order to improve the employability of students by providing the on-campus project students with an equal opportunity to those going into industry for their in-service training. The philosophy adopted for this research is interpretivism, with the Vaal University of Technology as the case of the research. The investigation adopted a mixed-method approach where respondents were requested to complete questionnaires focusing on their perceptions of on-campus group work vs. in-service training at companies for the WIL component of the IT qualification. Five respondent groups were identified for participation in the study, namely: i) In-service training students, i.e. WIL students who found placement in a company; ii) Project students, i.e. WIL students who remained on campus to do a group project; iii) Graduates, i.e. students who already completed WIL and graduated; iv) Employers of WIL students who found placement at a company; and v) Lecturers involved in WIL training on campus. The responses of the various respondent groups were analysed qualitatively and quantitatively. Comparisons of the perceptions of the respective groups were made to explore the possibility of a viable solution to the on-campus group work challenges that were identified. Based on reviewing recent literature, analysing the data collected from the completed to questionnaires by different role players, and adapting and the institutional strategy framework for WIL developed by Jacobs in 2015, an approach to a creative pedagogy in the form of a virtual company on campus for WIL students is presented to provide students who cannot find placement in industry for their in-service training with an equal experience to the in-service training company students. The proposed pedagogical approach incorporates the five standards defined by Tharp in 2018 as requirements for an effective and successful curriculum in the development of the actual virtual company. These include: contextualisation, challenging activities, joint productive activity, intellectual conversation and language development. The proposed approach adopts a three-layered approach to a creative pedagogy, with the aim of improving the employability of on-campus WIL students. The first layer lays the basis for implementing a virtual company on campus and includes aspects such as the objective for a simulated working environment on campus, employer preferences, and the skills set students should possess for employers to offer them a placement in their company for in-service training. The second layer focuses on the details that should be in place for a virtual company to be successfully implemented. This practical layer in the implementation of the virtual company focuses on infrastructure, Finance, HR, legislative approval, and appropriate assessments. The third layer only follows when the second layer has been put into place. This layer deals with how academic content can be included in the proposed pedagogical approach. The study also revealed that in addition to adopting the concept of a virtual company on campus for WIL students, a substantial focus should be on soft skills training. The exit level outcomes (ELOs) related to a simulated working environment for the WIL module of the IT are specified in the HEQF (Higher Education Qualifications Framework) document as set out by the South African Qualifications Authority.

The fourth industrial revolution and twenty-first century employability development has emerged on education and political agendas as a priority all over the world. Researchers have suggested and investigated more innovative learning experiences using technology as part of a blended learning approach. Restructuring current programmes to include skills development has the potential to equip students with the skills needed for employment. The development of blended learning approaches is an expanding field in both developing and developed countries. Yet, the skills graduates display and employers’ dissatisfaction is a concern. Limited research has been conducted on the use of blended learning to enhance employability development in formal learning environments. Most of the available research relies on employer perceptions, with little data available on the knowledge, skills and values graduates actually possess or on the impact this has on employability outcomes. This study aims to address this gap by focussing on managing the quality of employability development in higher education using blended learning. The study was aimed at gaining insight into the perceptions, understanding, concerns and experiences of institutional managers, tutors, graduates and students in their real world when using blended learning to enhance graduateness. This aim made the qualitative research method a suitable match. This thesis reports on the resulting comparative study between a South African and an American institution using different blended learning approaches to compare different cases for similarities and variations. The South African higher education sector’s fitness for purpose and pursuit of benchmarking against international standards of academic quality, knowledge and expertise calls for redress and reform of teaching-learning. In the fourth industrial revolution with a 21st century knowledge economy, driven from a macro- meso- and microlevel perspective, higher education in South Africa has the potential to provide a workforce that is socially and economically viable and more inclusive. The thesis concludes with a model to support employability development in blended learning environments. / Uphuhliso lwezakhono nokuqesheka ngenkulungwane yamashumi amabini nanye,zivele kwii-ajenda yezemfundo kunye nezopolitiko njengeziqaqambileyo kwihlabathi jikelele. Abaphengululi bacebisile kwaye baphanda ngamanye amava amaninzi amatsha okufunda besebenzisa itheknoloji njengenxalenye yokuvelela ukufunda ngokuhlanganisiweyo/ngokudibeneyo. Ukulungiswa kwakhona iinkqubo ezikhoyo kubandakanywa uphuhliso lwezakhono kunako ukubaxhobisa abafundi ngezakhono ezifunekayo kwingqesho. Uphuhliso lokuvelela ukufunda okudibeneyo/okuhlangeneyo ngummandla owandayo kumazwe asakhulayo naselekhulile. Kunjalo, izakhono eziboniswa ngabafundi abanemfundo ephakamileyo,zibanga inkxalabo kubaqeshi. Uphando oluncinane luqhutyiwe ekusetyenzisweni kokufunda okuhlanganisiweyo ukuphucula uphuhliso lokuqeshwa kwiindawo zokufunda ezisemthethweni. Uninzi lophando olukhoyo luxhomekeka kwiimbono zomqeshi, onolwazi oluncinane kulwazi, izakhono kunye neenqobo ezisemgangathweni abafundi abanemfundo ephakamileyo ngokwenene abanazo okanye kwifuthe le nto enalo kwiziphumo zokuqesheka. Esi sifundo(Olu phononongo) sijolise ekuxazululeni/ ekudibeni lo msantsa ngokugxila ekulawuleni umgangatho wophuhliso lokuqesheka kwimfundo ephakamileyo kusetyenziswa ukufunda okuhlangeneyo. Uhlolisiso lwalujoliswe ekufumaneni ingqiqo kwiimbono, ekuqondeni, iinkxalabo kunye namava abalawuli beziko, abafundisi, abafundi kwizifundo zemfundo ephakamileyo abaphumeleleyo nabafundi kwilizwe labo lokwenene xa befunda ngendlela yokudibanisa ukufunda ukuphucula impumelelo yabo yokuba beneziqu. Le njongo yenza indlela yophando olusemgangathweni lufaneleke. Le ngxelo yeengcingane ezibhaliweyo engqinelwe zizixhobo ekukhutshweni kwengxelo kwizifundo zothelekiso phakathi kweziko loMzantsi Afrika neziko laseMerika kusetyenziswa uvelelo lwezifundo zokufunda ngokudibeneyo ezahlukileyo ukuthelekisa imiba eyahlukileyo kwefanayo kunye neyeleleneyo. Ukufanelekeka kwecandelo lemfundo ephakamileyo eMzantsi Afrika ngenjongo kunye nokulangazelela (nokusukela) imilinganiselo esemgangathweni yemilinganiselo yemfundo yamazwe ngamazwe, ulwazi kunye nobuchule bokulungisa nokutshintshwa kokufundisa nokufunda. Ngolwazi lwezoqoqosho lwenkulungwane yamashumi amabini nanye, oluqhutywa ngokwembono yenqanaba elikhuluu, eliphakathi nelincinane, imfundo ephakamileyo eMzantsi Afrika inokukwazi ukubonelela ngabasebenzi abafanelekileyo ngokwentlalo nangokwezoqoqosho kwaye ibandakanye okuninzi. Le thisisi iphetha okanye iphela ngemodeli/ ngomzekelo ukuxhasa uphuhliso lokuqesheka kwiindawo zokufunda ngokudibeneyo. / Ukuthuthukiswa kwamakhono kanye nokuqasheka kwabafundi abaphuma ezikhungweni zemfundo ephakeme kuleli khulu-nyaka lama-21 sekubonakala njengento eseqhulwini ezinhlelweni zezemfundo kanye nezepolitiki emhlabeni wonke jikelele. Abacwaningi sebephakamise futhi bacubungula izindlela nezinqubo zokufunda ezintsha kusetshenziswa ubuchwepheshe njengengxenye yokufunda okuxubile. Ukuhlelwa kabusha kwezinhlelo ezikhona njengamanje ngenhloso yokubandakanya ukuthuthukiswa kwamakhono kungabahlinzeka abafundi ngamakhono adingekayo ukuze baqashwe. Ukuthuthukiswa kwezindlela zokufunda okuxubile kungumkhakha okhulayo emazweni asathuthuka ngokunjalo nasemazweni asethuthukile. Kodwa-ke nakuba kunjalo, amakhono aboniswa ngabafundi abaphuma ezikhungweni zemfundo ephakeme, kanye nokungagculiseki kwabaqashi, kuseyinto edala ukukhathazeka impela. Lukhona ucwaningo oluncane oselwenziwe mayelana nokusetshenziswa kwezindlela zokufunda okuxubile ngenhloso yokuphucula ukuthuthukiswa kokuqasheka kwabafundi abaphuma ezikhungweni zemfundo ephakeme ngaphansi kwezimo zokufunda ezihlelekile. Ucwaningo oluningi olukhona njengamanje luthembele emibonweni yabaqashi, futhi kunedatha encane kakhulu ekhona mayelana nolwazi, amakhono kanye nezimompilo abanazo abafundi asebephothule iziqu zabo noma idatha ephathelene nomthelela walokhu emiphumeleni yokuqasheka kwabo. Lolu cwaningo luhlose ukuvala leli gebe ngokuthi lugxile ekuphatheni nokulawula ikhwalithi yokuthuthukiswa kokuqasheka kwabafundi asebephothule iziqu zabo ezikhungweni zemfundo ephakeme ngokusebenzisa ukufunda okuxubile. Ngalolu cwaningo kwabe kuhloswe ukuthola ulwazi olunzulu mayelana nemibono, ukuqonda, ukukhathazeka kanye nezimo abadlule kuzona abaphathi bezikhungo, abafundisi, abafundi asebephothule iziqu zabo kanye nezitshudeni esimweni soqobo abaphila ngaphansi kwaso lapho kusetshenziswa ukufunda okuxubile ukuze kwenziwe ngcono amathuba abo okuthi babe sebezuze ulwazi namakhono anohlonze ngenkathi bephothula iziqu zabo. Le nhloso yenza ukuthi indlela yocwaningo olukhwalithethivu kube ngefanelekile kulolu cwaningo. Le thisisi ihlinzeka umbiko mayelana nocwaningo lokuqhathanisa oluwumphumela walokhu olwenziwe phakathi kwesikhungo saseNingizimu Afrika kanye nesikhungo saseMelika kusetshenziswa izindlela ezihlukahlukene zokufunda okuxubile ngenhloso yokuqhathanisa izimo ezihlukahlukene ukuze kubhekwe izinto ezifanayo kanye nalezo ezihlukile kulezo zimo. Ukufaneleka komkhakha wezemfundo ephakeme waseNingizimu Afrika ukuqhathaniseka namazinga amazwe ngamazwe ekhwalithi yezemfundo, ulwazi kanye nobungoti kudinga ukuthi kulungiswe konke lokho okungahanjiswanga ngendlela efanele esikhathini esedlule futhi kulethwe izinguquko emkhakheni wezokufunda nokufundisa. Emnothweni wolwazi wekhulu-nyaka lama-21, oqhutshwa ngokwezinga elibanzi, elimaphakathi kanye nelincane, umkhakha wemfundo ephakeme unawo amandla okuhlinzeka ngabasebenzi abangaletha impumelelo nokusimama kwezenhlalo nakwezomnotho, futhi okungabasebenzi ababandakanya izinhlobo zabantu abavela emikhakheni yempilo ehlukahlukene kanye nasezigabeni zomphakathi ezihlukahlukene. Le thisisi iphothula ngokuhlinzeka ngemodeli ezosekela ukuthuthukiswa kokuqasheka kwabafundi ngaphansi kwezimo zokufunda okuxubile. / Educational Management and Leadership / D. Ed. (Education Management)

Abstract in English, Afrikaans and Zulu / The majority of the learners completing Grade 12 in South Africa (SA) further their studies in the Technical and Vocational Education and Training Colleges (TVETCs). This is because, among other things, colleges seem to be more affordable and accessible in most communities in all the provinces (SA). However, many of these students appear to be struggling to complete their studies owing to failure to complete the Work Integrated Learning (WIL) module, which is a prerequisite for graduating and becoming employable. The researcher was interested to know how the WIL module affects the completion of students’ studies. The researcher approached the investigation as an idealist (constructivist) using a case study design. Data was collected through the semi-structured and focus groups interviews. It was found that, among other things, the WIL module was seldom completed owing to its reliance on the availability of jobs. In addition, the lack of jobs for college students was a result of the curriculum mismatch with employers’ actual needs, in Business Studies in particular. Correspondingly, the Fourth Industrial Revolution threatens job losses, which are likely to affect those with qualifications in Business Studies, hence its selection for this investigation. To address this, the researcher proposed a model which requires the colleges, businesses, government and the communities to collaborate in the creation of projects that cater for the needs of the different communities. Such projects could also help to update the curriculum to be more responsive. In this way, more opportunities for WIL could be created for students. In addition, the researcher proposed three phases for the integration of WIL, and colleges could decide on each depending on their programme specifications. The researcher concludes that no matter how good the models, without collaboration WIL could remain a constraint and qualifications could become meaningless owing to the lack of jobs. Subsequently, the researcher suggests that more research be conducted in line with the development or growth of the business sector. The findings of this study were limited to four selected colleges in the four provinces of SA, yet are applicable and useful to all higher education in the world. / Die meerderheid van die leerders wat graad 12 in Suid-Afrika (SA) voltooi, studeer in die Tegniese en Beroepsonderwys- en Opleidingskolleges (TVETC's). Dit is omdat onder meer kolleges meer bekostigbaar en toeganklik is in die meeste gemeenskappe in al die provinsies (SA). Die meeste van hierdie studente sukkel egter om hul studies te voltooi vanweë die gebrek aan die Work Integrated Learning (WIL) -module, wat 'n voorvereiste is vir die graduering en indiensneming. Die navorser was geïnteresseerd om te weet hoe die WIL-module studente beïnvloed om hul studies te voltooi. Die navorser het die ondersoek benader as 'n idealis (konstruktivis) met behulp van 'n gevallestudie-ontwerp. Data is versamel deur middel van die semi-gestruktureerde en fokusgroeponderhoude. Daar is gevind dat die WIL-module onder andere skaars voltooi is as gevolg van die afhanklikheid van die beskikbaarheid van poste. Daarbenewens was die gebrek aan werk vir universiteitstudente die gevolg van die kurrikulumverskuiwing wat strydig was met die behoeftes van die werkgewers, veral sakestudies. Daarmee saam dreig die Vierde Industriële Revolusie oor werkverliese, wat waarskynlik persone met kwalifikasies uit die sakestudies sal beïnvloed, en daarom gekies vir hierdie ondersoek. Om dit aan te spreek, het die navorser 'n model voorgestel wat vereis dat kolleges, ondernemings, die regering en die gemeenskappe moet saamwerk, en 'n paar projekte skep om in die behoeftes van die verskillende gemeenskappe te voorsien. Sulke projekte kan ook help om die kurrikulum op te dateer vir meer respons. Op hierdie manier kan meer geleenthede vir WIL vir studente geskep word. Daarbenewens het die navorser die drie fases vir die integrasie van WIL voorgestel, en kolleges kan self besluit, afhangende van hul programspesifikasies. Die navorser kom tot die gevolgtrekking dat WIL, ongeag hoe goed die modelle sonder samewerking is, 'n beperking kan bly, en dat kwalifikasies betekenisloos sou raak van wee die gebrek aan werk. Vervolgens stel die navorser voor dat meer navorsing gedoen moet word in ooreenstemming met die ontwikkeling of groei van die sakesektor. Die bevindings van hierdie studie was beperk tot die vier geselekteerde kolleges in die vier provinsies van SA, maar tog toepaslik en nuttig vir alle hoër onderwys in die wêreld. / Iningi labafundi abaphothula iBanga le-12 eSouth Africa (SA) baqhubekisela phambili izifundo zabo emaKholeji wezobuchwepheshe nezokuqeqeshwa (i-TVETCs). Lokhu kungenxa yokuthi, phakathi kokunye, amakolishi abukeka engabizi kakhulu futhi ayatholakala emiphakathini eminingi kuzo zonke izifundazwe (SA). Kodwa-ke, iningi lalaba bafundi libonakala linenkinga yokuphothula izifundo zabo ngenxa yokwehluleka ukuqeda imodyuli ye-Work Integrated Learning (WIL), okuyimfuneko yokuqala yokuthola iziqu nokuqashwa. Umcwaningi wayethanda ukwazi ukuthi imojula ye-WIL ikuthinta kanjani ukuphothulwa kwezifundo zabafundi. Umcwaningi asondele kulolu phenyo njengento efanelekayo (i-constructivist) esebenzisa umklamo wokufunda icala. Idatha yaqoqwa ngokuxoxisana namaqembu ahlelwe ngokwedlule. Kwatholakala ukuthi, phakathi kokunye, imodyuli ye-WIL yayingavunyelwe ukuqedwa ngenxa yokuncika kwayo ekutholakaleni kwemisebenzi. Ngaphezu kwalokho, ukuntuleka kwemisebenzi kwabafundi basekolishi bekungumphumela wokungalingani kahle kwekharikhulamu ngezidingo zangempela zabaqashi, ezifundweni zeBhizinisi. Ngokunjalo, i-Fourth Industrial Revolution isongela ukulahleka kwemisebenzi, okungenzeka ukuthi ithinte labo abaneziqu ku-Business Studies, yingakho ukukhethwa kwayo kulolu phenyo. Ukubhekana nalokhu, umcwaningi uhlongoze imodeli edinga ukuthi amakolishi, amabhizinisi, uhulumeni kanye nemiphakathi basebenzisane ekwenziweni kwamaphrojekthi anakekela izidingo zemiphakathi ehlukahlukene. Amaphrojekthi anjalo futhi angasiza ukuvuselela ikharikhyulamu ukuthi iphenduleke ngokwengeziwe. Ngale ndlela, amathuba amaningi e-WIL angakhelwa abafundi. Ngaphezu kwalokho, umcwaningi uhlongoze izigaba ezintathu zokuhlanganiswa kwe-WIL, futhi amakolishi anganquma ngakunye ngokuya ngemininingwane yohlelo lwabo. Umcwaningi uphetha ngokuthi noma ngabe amamodeli amahle kangakanani, ngaphandle kokubambisana u-WIL angahlala eyisibopho futhi iziqu zingaba yizezi ngenxa yokuntuleka kwemisebenzi. Ngemuva kwalokho, umcwaningi uphakamisa ukuthi kwenziwa ucwaningo olwengeziwe ngokuhambisana nokukhula noma ukukhula komkhakha webhizinisi. Ukutholwa kwalolu cwaningo bekukhawulelwe kumakholiji amane akhethiwe ezifundazweni ezine ze-SA, kodwa asasebenza futhi alusizo kuyo yonke imfundo ephakeme emhlabeni. / Educational Management and Leadership / D. Ed. (Education Management)

South African learners transitioning into the world of work are currently lacking adequate career education in schools. It is well documented that preparedness for the world of work sets learners in a locus of control. The main aim of this case study was to interpret learners’ reflections of selfconstructing a career with the psychosocial construct of career adaptability as an instructional scaffold. The study leaned on the life design for career construction theory, a combination of the career construction theory of Savickas, and the selfconstruction theory of Guichard. I utilised interpretivism as a research paradigm and a single case study design. Following purposeful convenience sampling, sixteen Grade 11 learners in a South African public school participated in Phase 1: a workshop comprising five sessions. Phase 2 consisted of a focus group interview with eight learners selected from the original group on their level of contribution and commitment. Data collection included group reflection, reflective writing, observation, researcher reflective field notes, and a focus group interview. Six themes emerged from the thematic analysis of the data. Learners successfully initiated career planning activities by reflecting on the career adaptability construct. The research results suggest a need for an alternative approach in the manner career education is presented in schools. This study hopes to provide insight into career selfconstruction initiatives learners employ when using the career adaptability construct as an instructional scaffold. / Psychology of Education / M. Ed. (Psychology of Education)

Considering that Mpumalanga province has a large petrochemical plant owned by a multinational company that runs and owns mines, the province should abound with employment opportunities for Technical and Vocational Education and Training (TVET) college graduates, especially those from the local Gert Sibande TVET College. However, students with TVET college qualifications struggle to attract employment. Therefore, this study explored the question, “What can TVET providers in Mpumalanga do to enhance students’ employability?” The research was conducted in a selected TVET college in the province. The study employed a qualitative approach and an interpretive paradigm. Data were collected using semi-structured interviews, focus groups and document analysis. The identities of all respondents were protected. Upon analysis of the results, several measures that the TVET college, stakeholders and employers could employ, emerged. There was a lack of proper skills for graduates, qualifications without relevance and employers hardly acknowledging the TVET college qualifications. Some of the recommendations made include collaboration, relationship building between stakeholders and revision of the National Certificate (Vocational) [NC-(V)] curriculum. Topics for future research are also suggested. / Educational Management and Leadership / M. Ed. (Education Management)