This dissertation is dedicated to my late grandfather, Jacob Tsietsi Moerane, whose words of encouragement and insistence on tenacity ring in my ears. I am grateful to my good friend Tosin Popoola, whose encouragement, guidance and support from inception to completion enabled me to develop an understanding of the project.
Background
However, the issue of youth unemployment in South Africa is both a structural and social phenomenon (Chisholm, 1992) – but also has political undertones and dimensions (Centre for Development and Entrepreneurship [CDE], 2013). Both educational attainment and graduate unemployment in South Africa are stratified by race (Kraak, 2010).
Problem Statement
However, research studies within the labor force studies genre both in South Africa and abroad have disproportionately neglected the subjective experience of young people in relation to their job search and unemployment experiences. This means that the voice of the unemployed youth has been included in statistics showing the extent of youth unemployment in South Africa.
Research Aim
Significance of the study
Operational definition of terms
Conclusion
Introduction
Defining unemployment
South Africa's population consists largely of young people; those under the age of 35 make up approximately 66% of the total population (United Nations Population Fund [UNFPA], 2014). Due to the link between low educational status and poverty, the ongoing strategies of countries, stakeholders and donors to encourage and ensure that Africans achieve post-school education have led to various definitions of the word 'graduate'.
Youth unemployment
According to Smith (2011), South Africa should reap a 'demographic dividend' due to the large population of youth in the country, but this is not the case because a significant proportion of the youth in the country (32 .9%) is not. involved in education, employment or training [NEET] (Statistics South Africa, 2015). Kraak (2013) described the issue of youth unemployment in South Africa as an old problem, but the scale of the problem is massive.
Determinants of unemployment amongst youth
Location mismatch
Due to the rural-urban migratory pressure, rural areas in Nigeria also suffer the consequences of neglect in the allocation of social and economic opportunities. According to Harvey (2001), some employers are reluctant to hire graduates from certain parts of the country for various reasons.
Gender and personal attributes
In contrast, Miles (2002) found that in Jordan, cultural and family factors influence not only whether women are in the labor market, but also their success in finding a job. According to Statistics South Africa (2015), young women from the black African population are the most vulnerable in the South African labor market.
The role of the educational institution
Many academic studies on graduate employability are based on the idea that the educational mismatch of the labor force usually refers to the gap between the skills provided by a conservative and predictable education system and the needs and demands of the labor market. Seers suggested that the job search was time-consuming because the education system was not producing adequately qualified young people, which was needed in the labor market.
Impact of unemployment
The study, which spanned 22 years, found that past episodes of unemployment rob individuals of their life satisfaction due to fear of future unemployment – even when they are currently employed. While acknowledging that the unemployment rate is extremely high for young people, Griep et al. 2012) compared the psychological dimensions of youth unemployment in South Africa and Belgium using cross-sectional survey methods.
Theoretical framework
Black and Hughes (2001) define social capital as the patterns and qualities of relationships in a community. Social capital reflects the interpersonal aspect of employability competencies (knowing who) related to formal and informal career-related networks (Defillippi and Arthur, 1994).
Conclusion
Given the history of apartheid in South Africa and the qualitative approach used in this study, a theory such as social capital theory – which recognizes the social and personal aspects of employability – is needed. Therefore, the unemployment experience of young graduates examined in this study fits with social capital theory because it emphasizes the meaning that individuals derive from interacting with their environment (Falk, 2000).
Introduction
Research paradigm
According to Yilmaz (2013), research following the principles of the positivist paradigm uses quantitative methods, and this type of research explains phenomena that interprets numerical data that is analyzed using mathematically based methods, especially statistics. In contrast, research that follows the principles of the interpretive paradigm uses qualitative methods, and this type of research produces results that are not obtained by statistical procedures or by the use of any form of quantification (Corbin and Strauss, 1994).
Research approach
The choice of a qualitative methodology was motivated theoretically and practically because there was a commitment to seek in-depth knowledge of the experiences of the participants being studied (Bryman, 1988). The nature of this research study requires an exploration of the ways that individual participants perceive and interpret unemployment and as Converse (2012) noted, studies of human experiences are not accessible through quantitative methods.
Location of the study
Durban was chosen because it is located in a province that has some of the worst youth unemployment statistics, such as the second highest level of discouraged youth jobseekers, highest level of unemployed youth aged 15-24 (Development Bank of Southern Africa [DBSA] , 2011).
Sampling
Recruitment strategy
The coordinators agreed to discuss the research in youth forums and with the organization's management. The coordinators used their expertise to contact the different categories of unemployed graduates (FET, Technikons and universities) and they organized a platform where the researcher met with them to discuss the aims and objectives of the research.
Data production strategy
The interviews and focus group discussions were held in one of the common rooms located within the residence (Albert Luthuli Residence) of the researcher. The researcher conducted all interviews without the help of research assistants while also acting as the facilitator of the interviews and FGD sessions.
Description of the data collection instrument
Data analysis
The manifest content analysis described the visible, obvious components of the text; while the latent content analysis involved an interpretation of the underlying meaning of the text. 1. All transcribed interviews were read in their entirety to gain an overall view of the content;
QUALITY OF THE STUDY
- Trustworthiness
- Credibility
- Dependability
- Transferability
The strategies listed above assisted the research supervisor in peer-reviewing the analyzed data and ensuring identification. For readers and other researchers to consider applying the findings of the study to their own environment, context and culture of research settings, participants.
Ethical considerations and protection of participants
In addition, participants have the opportunity to become more aware of the socio-economic issues affecting young people in relation to employment and healthy youth development. Destruction of written documentation and deletion of electronic documentation will destroy all data and audio files from external hard drive, iCloud and recycle bin for five years after study completion.
Conclusion
No persons will be allowed to access this data except the researcher and the supervisor. The next chapter presents the results for this study, where they will be examined and assessed.
Introduction
Description and characteristics of participants
Human Resources) 27 months Participant-5 Male 28 Higher Certificate (Public Relations) 20 months Participant-6 Male 21 Diploma (Information Technology) 15 months Participant-7 Female 22 Bachelor's Degree (Psychology) 24 months Participant-8 Female 22 Diploma (Management of cooperatives ).
Strategy of data analysis and presentation
- Step one: Transcription and data immersion
- Step two: Dividing interview texts into meaning units
- Step three: Condensing and shortening meaning units
- Step four: Merging condensed meanings into subthemes and themes
In this step of the analysis, significant statements and words related to the same central meaning were extracted from the transcripts. Career guidance is very important and should be in-depth and speak to the reality of the labor market.
Description of the derived themes and subthemes
High school students must be instructed on the relevance of diplomas and qualifications prior to enrollment. The education system needs to find ways to empower its graduates for employability, integrate skills development into curriculum development and become more involved in connecting graduates with employers.
Theme one: The reality of unemployment
- Perceptions of systemic unfairness
- State of limbo
- Contending with authority
- Nostalgia over career choice
In addition to the requirements for work experience from employers and recruitment agents, participants realized that the ability to secure successful employment also depends on one's social network, something participants called 'connections'. But then one's ability to gain employment also depends on the type of course you have studied.
Theme two: Engaging with the reality of unemployment
Job search efforts
We should be properly guided that choosing a course or career is not just about one's love for a particular course or one's personality, rather it should be about careers based on the need in the job market. Being angry because I didn't do my research on what the job market needed before delving into the degree I pursued”.
Frustrating encounters with job searches
Prospective employers or their recruitment agents do not honor or acknowledge receipt of our applications. In addition, they do not bother to inform you of the decision to reject the application, so that you can improve if there is a deficiency.'
Unemployment as a source of vulnerability
This whole newspaper thing doesn't work anymore and even though it is advisable to talk to people, you have to talk to the right people. This is because sometimes during the job search you are expected to use what you have to get what you want.
THEME THREE: THE IMPACT OF UNEMPLOYMENT
- Hopelessness and powerlessness
- Loss of importance placed on education
- Regret over career choice
- Family relationships strain
If you are unemployed, you end up staying home and the result is that you have children (this is my personal experience). I now lack financial support; it's so hard to ask for money when you're expected to take care of yourself.
THEME FOUR: COMBATING THE DESTRUCTIVE REALITY OF
- The role of personal attributes
- The role of the educational institution
- The role of the government and employers
- The role of career counselling
Because the work is not there, we as graduates must be able to show desperation and take drastic actions such as moving, traveling and doing any kind of work, even if it is not related to what we studied, until one finds the ideal job." (FGD-1) 4.8.2 The role of the educational institution. Some of these courses like HR, management should stop admitting students because there are many graduates but no jobs and this will increase unemployment rates.” (FGD-2) 4.8.3 The role of the government and employers.
Descriptive summary of the essential themes
Introduction
Overview
The data collection technique (individual interviews and focus group discussions), which was guided by a semi-structured interview guide, helped the participants to narrate the contextual experience of unemployment using everyday language. As the literature review was delayed until after the data analysis, it can be said that the researcher encountered the participants' narratives and experiences as an 'empty vessel' waiting to be filled by the participants' stories.
Contribution to knowledge
However, none of the participants in this study believed that the type of institution they graduated from has a role to play in their inability to obtain employment. Survey participants lamented the failure of colleges, universities and educational institutions to properly prepare them for the workplace.
Introduction
The inability of the participants to choose courses that are relatively low in demand and that have structured pathways to employment can also be attributed to the participants' lack of social capital. Furthermore, the recruitment process must be sensitive to the needs and vulnerabilities of applicants; the whole process of job search can be transformed into an empowering opportunity if employers and those in the practice of labor studies can become more responsive to the plight of job seekers.
Limitations of the study
Conclusion
Labor Force and Participation and Unemployment in South Africa: Evidence from Wave 1 of the National Income Dynamics Study. A review of geographical data on unemployment in South Africa: South African Geographical Journal.
