Partnership with Stakeholders as Innovative Model of Work-Integrated Learning for Unemployed Youths

Autor/in	Mayombe, Celestin
Titel	Partnership with Stakeholders as Innovative Model of Work-Integrated Learning for Unemployed Youths
Quelle	In: Higher Education, Skills and Work-based Learning, 12 (2022) 2, S.309-327 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mayombe, Celestin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-03-2021-0065
Schlagwörter	Unemployment; Disadvantaged Youth; Work Experience Programs; Partnerships in Education; Education Work Relationship; Educational Innovation; Stakeholders; Role; Vocational Education; Foreign Countries; Employment Potential; Youth Employment; South Africa + Suchen Sie Ihr Suchwort? Arbeitslosigkeit; Benachteiligter Jugendlicher; Hochschulpartnerschaft; Instructional innovation; Bildungsinnovation; Rollen; Ausbildung; Berufsbildung; Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Youth work; Jugendarbeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Purpose: The unemployment rate among disadvantaged youths (aged 15-34 years) in large parts of Africa, Asia and Latin America has become a global concern. The concern in this article is that most WIL programmes could not facilitate a smooth WIL-to-work transition. The purpose of the article is to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of the disadvantaged youths. Design/methodology/approach: A qualitative approach was suitable for examining the features of an innovative WIL model. Semi-structured interviews were used to collect data from seven managers of different firms and institutions, and ten trainees to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of disadvantaged youths. Findings: The main findings reveal that local businesses and enterprises played important roles in participating in the design of the WIL curriculum, providing adequate mentorship for work experience and micro-placement to the trainees. Based on the findings, the author concludes that the partnership with stakeholders as an innovative WIL model contributed to the employability of disadvantaged youths through the acquisition of work experience and work-readiness. Practical implications: The implication of the findings is that the commitment of partner stakeholders ensures that WIL graduates continue to be employed. The commitment of partner stakeholders evident in this study is likely to continue creating better employment prospects for WIL graduates. Originality/value: Though stakeholder partnerships are common in WIL programmes and TVET, the innovativeness of this model lies in the features of WIL programmes, the roles and commitment of stakeholders including the outcomes of the partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01