EXPERIENTIAL TRAINING FOR UNIVERSITY STUDENTS: 

A SEARCH FOR A MODEL 

BY 

DULCIE PULANE MALIMABE 

Submitted in fulfillment of the requirements for the degree of 

Masters of Admin in Industrial Psychology 

in the 

Department of Industrial Psychology 

Faculty of Economics & Management Sciences 

at the 

University of the Free State - Qwa-Qwa Campus 

Supervisor 

Prof. A. P. Venter 



(i) 

DECLARATION 

I, Dulcie Pulane Malimabe, declare that the research project (Experiential 

Training for University Students " A search for a model") submitted for the 

Master's degree in Administration at the University of the Free State (Qwa-Qwa 

Campus) is my own original work, that all sources I have cited or quoted have 

been duly indicated or acknowledged by means of complete references, and that 

it has not been submitted for any degree at another University. 

Signature 

~~ ··· ··· ···· ··· ··~········ 

Date 



(ii) 

DEDICATION 

This study is dedicated to my mother Caroline Mamorare Malimabe, my son Neo 

Mofokeng, and my family at large, for being my role models, pillars of strengths, 

motivators and, above all the people whom I admire for their love, support and 

courage. 



(iii) 

ACKNOWLEDGEMENT 

I would like to express my sincere gratitude to the following, who assisted me in 

accomplishing this task: -

❖ To my heavenly Father, for giving me life, intellectual strength, knowledge 

and skills to complete this study. 

❖ To my family for their support and encouragement and without whom I 

wouldn't have finished the project. 

❖ To my brothers and sisters who sacrificed a lot to help me get financial 

assistance. 

❖ To my special friend for helping me to draw graphs and tables presented in 

this thesis and for his love, support and encouragement over the past years. 

❖ To all participants in this research project for their willingness to participate in 

the study. 

❖ To Professor A.P. Venter, my supervisor, for his valuable guidance, 

encouragement, commitment and constructive comments, which contributed 

to the successful completion of this study. 

❖ Lastly, to all my friends and relatives for supporting, helping and encouraging 

me throughout the study. 



(iv) 

ABSTRACT 

This study examines the problems posed by a lack of experiential training at 

universities. The factors investigated include the high level of unemployment 

amongst university graduates and poor performance among new entrants in 

organizations. The major aim of this study was to explore the possibility of 

developing a model of experiential training for university students. This was done 

through the exploration of opinions of university graduates (both unemployed and 

employed), human resource officers and experienced employers to contribute 

towards experiential training policies in the universities in South Africa. 

The research is a qualitative study of the Phenomenological paradigm. Also used 

is an exploratory and descriptive perspective. Unstructured (open-ended 

questions) with schedules were designed to collect relevant information through 

in-depth interviews and participant observation. A research sample was drawn by 

means of using the Snowball sampling Technique. 

The results of this study indicated that universities of higher learning should as a 

challenge make an effort to change the process of higher education by 

introducing various models of experiential training such as internship programs, 

externship programs, work or job-shadowing programs, cooperative education or 

work study programs, and learnership programs. As experiential training is a field 

with a wide proliferation of terms, each institution can decide what it would like to 

name its pet program. 

To achieve the above goal, an eclectic approach to experiential training was 

proposed, and should be structured in such a way that it helps to bring the two 

cultures of education and work closer together. The aim should be to provide the 

students the opportunities to gain and acquire the necessary skills, knowledge 



(v) 

and practical work experience related to their field of studies, therefore, making 

education a better preparation for working life. Suggestions for further research 

were proposed focusing on graduates' employability patterns in South Africa. 



TABLE OF CONTENTS 

CONTENTS 

INDEX 

(i). Declaration 

(ii). Dedication 

(iii). Acknowledgement 

(iv). Abstract 

CHAPTER 1 ORIENTATION OF THE STUDY 

1.1. Introduction 

1.2. Statement of the problem 

1.3. Research questions 

1.4. Aims and objectives of the study 

1.5. Significance of the study 

1.6. Overview of the research design 

1.7. Conclusion 

CHAPTER 2 LITERATURE REVIEW 

PAGE 

ii 

iii 

iv-v 

1 

1-2 

2 

2 

3 

3-4 

4 

2.1. Introduction 5 

2.2. What is an experiential learning or training? 5-6 

2.3. What is an Internship program? 6-9 

2.4. What is an externship program? 9-1 O 

2.5. What is a cooperative education or work study program? 10-11 

2.6. The role of education and training in Higher Institutions 11-12 

2.7. Work-related experience and work-shadowing 12 

2.8. Linkages between structured learning and work experience through 

learnerships 13-14 

2.9. Relationship between work experience and structured learning 14-21 

2.10. Community Service as part of the University Curriculum 21-22 



2.11 . Why graduates find it difficult to secure employment? 

2.12. Conclusion 

CHAPTER 3 RESEARCH METHODOLOGY 

3.1. Introduction 

3.2. Research design 

3.3. Population of the study 

3.4. Sample and sampling procedure 

3.5. Data gathering techniques 

3.6. Conclusion 

CHAPTER 4 DAT A PRESENTATION 

4.1. Introduction 

4.2. Section A: Biographic information 

4.3. Section B: Educational background 

4.3.1. Experiential training: Opinion of respondents 

23-25 

26 

27 

27-29 

29-30 

30-31 

32-33 

33 

34 

34-35 

36-44 

45-52 

4.3.2. Opinions of respondents of how should an experiential training 

program be structured 53-54 

4.3.3. Experienced employer's opinions on the structuring of experiential 

training program 54-55 

4.3.4. Programs that will help university graduates to gain practical 

work experience 

4.4. Section C: Employment 

4.4.1. Ways in which graduates entered the labor market 

(First interaction with the labor market) 

55 

56-60 

60-64 

4.4.2. The most common barriers to finding employment among new 

graduates 64 

4.4.3. University education helps in performing tasks and duties 64-65 

4.4.4. Is university education relevant to the world of work? 65 

4.4.5. How can university education best be linked with the work place?65 

4.4.6. Respondents' opinions on experiential training 66 



4.4.7. Role players in the construction and implementation 

of an experiential training program 

4.5. Section D: Experienced employers 

4.5.1. How can Universities prepare their graduates for the 

workplace? 

4.5.2. Is there a relationship between work experience and effective 

66 

67-69 

70 

performance in the workplace? 70-71 

4.5.3. Can companies prepare students for the world of work? 71 

4.6. Conclusion 71 

CHAPTER 5 DAT A ANALYSIS 

5.1. Introduction 72 

5.2. Section A: Biographical Information 72 

5.3. Section B: Educational background 73 

5.3.1. Models of experiential training 73 

5.3.1.1. Linkage between structured learning and work experience 

through learnership 73-74 

5.3.1.2. Experiential training program 74-76 

5.3.1.3. Internship program 76 

5.3.1.4. Externship program 77 

5.3.1.5. Cooperative education or work study program 77-78 

5.3.1.6. Work or job-shadowing program 78-79 

5.4. Lack of experiential training 79-81 

5.5. Section C: Employment 81-83 

5.6. Conclusion 83 

CHAPTER 6 FINDINGS, RECOMMENDATIONS, LIMITATIONS 

AND GENERAL CONCLUSIONS 

6.1. Findings 

6.2. Recommendations 

6.3. Limitations of the study 

84-88 

88 

89 



6.4. General conclusion 

REFERENCES 

ADDENDA 

APPENDIX A 

APPENDIX 8 

APPENDIX C 

89-90 

Permission Letter 

Questionnaires for University graduates 

Questionnaires for Experienced Employers 



LIST OF TABLES 

Table 4.1. Gender 

Table 4.2. Number of graduates in different fields of study 

Table 4.3. Number of graduates who attended some special 

training related to their field of studies during their studies 

Table 4.4. Graduates who attended special training related 

to their field of studies during their studies 

Table 4.5. Linkage between structured learning and work 

PAGE 

34 

36 

38 

40 

experience programs in higher educational institutions 42 

Table 4.6. Practical work experience programs in higher educational 

institutions 44 

Table 4.7. Whether Lack of experiential training contribute to unemployment 

among university graduates 47 

Table 4.8. Whether Lack of experiential training can contribute to performance 

among new entrance-level graduates 49 

Table 4.9. Whether Experiential training can solve both the problem of 

unemployment and poor performance of graduates 

Table 4.10. Unemployed and employed graduates 

Table 4.11. Unemployed graduates 

Table 4.12. Employed graduates 

Table 4.13. Extent to which training related to studies helped to 

secure employment 

Table 4.14. Extent to which training related to studies helped to 

secure employment in different field of studies 

Table 4.15. Is work experience a requirement? 

51 

56 

58 

59 

61 

63 

67 



LIST OF FIGURES (GRAPHS AND CHARTS) 

Figure 4. Gender 

Figure 4.1. Number of Graduates in different fields of study 

Figure 4.2. Number of Graduates who attended some special training 

Related to their field of studies during their studies 

PAGE 

35 

37 

39 

Figure 4.3. Graduates who attended special training related to their field of 

studies during their studies 41 

Figure 4.4. Linkage between structured learning and work experience programs 

in higher educational institutions 43 

Figure 4.5. Whether Lack of experiential training contribute to unemployment 

amongst university graduates 48 

Figure 4.6. Whether Lack of experiential training contributes to poor 

performance amongst new entry-level graduates 50 

Figure 4.7. Whether Experiential training can solve both the problem of 

unemployment and poor performance of graduates 52 

Figure 4.8. Employed graduates 57 

Figure 4.9. Extent to which training related to studies helped to secure 

employment 

Figure 4.10. Is work experience a requirement? 

62 

69 



CHAPTER 1: ORIENTATION OF THE STUDY 

1.1. Introduction 

Presently South African graduates are facing increasing problems in getting 

employment, because they have never worked before and they have not been 

given any job training; they do not possess the expertise employers require. 

South African organizations require qualifications coupled with work 

experience for employment. A cursory look in the Star Workplace, Sunday 

Times (Careers section), among others, reveal this. 

The unemployment problem among people with tertiary education, especially 

university graduates in South Africa, has become a disturbing development. 

Nowadays graduates without a form of experiential training or work 

experience find it difficult to obtain employment as firms either stop hiring, or 

tighten their hiring procedures (Van Dyk, Nel, Van Z Loedolff & Haasbroek, 

1998:558). 

Government, as a result of the above mentioned problem, has come up with 

corrective strategies and programs. Specific mention can be made of the 

Skills Development Act of 1997, South African Qualification Authority Act 

(SAQA), National Qualification Framework (NQF), and the June 2000 Report 

by the Council on Higher Education (CHE). The CHE Report to the Minister of 

Education presents the considered proposals of the size and shape of a more 

effective South African higher education landscape (CHE, 2000: 4). 

This chapter presents a brief orientation to the problem, statement of the 

problem, research questions, aims and objectives of the study, the 

significance of the study and overview of research design. 

1.2. Statement of the problem 

The thrust problem behind this study is the extreme concern that a lack of 

experiential training at university contributes to high levels of unemployment 



2 

among university graduates and also to poor performance among new 

entrants in organizations. 

1.3. Research questions 

To give the study proper focus and scope the following questions were 

addressed: 

(i) How can a model of experiential training for university students be 

developed? 

(ii) What are the opinions of university graduates and experienced employers 

on the model of experiential training for university students? 

(iii) How can experiential training programmes contribute towards university 

policies and South Africa in general? 

1.4. Aims and objectives of the study 

(i) This study aims at developing a model of experiential training for university 

students through the soliciting of opinions of graduates and experienced 

employers. 

(ii) This study specifically aims at exploring the opinions of university 

graduates (both unemployed and employed) and human resource officers and 

experienced employers, on existing experiential training or lack of it in relation 

to the employability of university graduates and their performance on the job. 

(iii) The study further aims at contributing towards experiential training policies 

for universities and towards the on going debates on skills development and 

human resources development in South Africa in general. 



3 

1.5. Significance of the study 

Unemployment among people with tertiary education, especially university 

graduates has reached spiraling proportions in South Africa. Only 30 percent 

of all graduates produced manage to obtain employment. One of the causes 

is a lack of experiential training on the part of the graduates. Most employers 

prefer an individual who is already in possession of some applicable 

experience in a given job to individuals without such experience (Human 

Sciences Research Council, 2001 : 96) . 

In line with current programs and debates around the size and shape of 

higher education, various strategies and programs should be looked into, and 

experiential training is one of them (Human Sciences Research Council, 

2001 : 96) . 

In 1999 the Human Sciences Research Council (HSRC) conducted a survey 

of 2000 newly-qualified graduates to investigate their first employment 

experiences. According to the findings, 59 percent of the respondents 

reported that they found a position immediately after graduation as opposed 

to 41 percent of the respondents who were less successful in finding 

employment immediately. Some of the explanations offered by graduates 

themselves for this disparity were that they were perceived as lacking work 

experience, and that there were very few available positions within their fields 

of study, and that they were unwilling to search for employment outside the 

areas where they lived (Piliso, 2001 :86) . 

A study of this nature is, therefore, important in that it will explore the offering 

of experiential training as one of the remedial strategies for this national 

problem (unemployment among university graduates). 

1.6 Overview of the Research design 

This research design is based on qualitative approaches. A qualitative 

approach is more appropriate for this study, because qualitative research "in 



4 

contrast to quantitative research, employs primarily inductive reasoning. The 

problem is most clearly stated after much data collection and preliminary 

analysis . Inductive analysis allows one to explore and discover with an 

emergent research design rather than test deduction from theories in 

predetermined design" (McMillan & Schumancher, 1993: 91) 

The research design is also exploratory and descriptive in nature. The 

purpose is to seek out new information, insight, ask questions and assess 

phenomena in a different perspective. The purpose is not to predict but to 

describe the problem. That means this study seeks to acquire evidence 

concerning a situation or population (Adams & Schvaneveldt, 1985: 107). 

This research, examine the current problem posed by lack of experiential 

training at universities and explore the possibilities of developing a model of 

experiential training for university students through the exploration of opinions 

of the participants in this study. Therefore, requires the researcher to have 

access to the group of individuals' who had experience on the phenomenon 

being investigated (Valle & Halling, 1989:47). The researcher obtained data 

through in-depth interviews and participant observation, using the Snowball 

sampling Technique. 

The data analysis is phenomenological , which is "the analysis of qualitative 

data to provide an understanding of concepts from participants' perspectives 

and views of social realities (McMillan & Schumancher, 1993: 95). The 

participant of the study are university graduates (both unemployed and 

employed), human resource officers and experienced employers. 

1.7. Conclusion 

This first chapter presents an introduction and orientation to the study. It also 

articulates the research problem of the study, the aims and objectives, the 

importance of the study and a brief overview of how the research will be 

conducted . The following chapter (Chapter Two) will deal with the literature 

review from different authors about experiential training models . 



6 

In the field of higher education, there is a growing group of faculties, 

administrators and interested outsiders who see experiential education as a 

way to revitalize the university curriculum and to cope with the many changes 

facing higher education today. This movement is attributed to the educational 

philosophy pioneered by John Dewey (Kolb, 1984:4). Dewey, regarded by 

many as the most influential educational authors of the twentieth century, best 

articulates the guiding principles for programs of experiential learning in 

higher education. The tools for this involve many traditional methods that are 

as old as the formal education system itself. These methods include 

apprenticeship, internships, work/study programs, cooperative methods, 

studio arts, laboratory studies and field projects. In higher education 

nowadays, these "traditional" experiential learning methods are receiving 

renewed interest and attention, owing in large measure to the changing 

educational environment in this country (Kolb, 1984: 4). 

2.3. What is an internship program? 

Mondy and Noe (1987: 275), are of the opinion that an internship program is a 

training approach whereby university or college students divide their time 

between attending classes and working for an organization. From the 

employer's point of view, the internship provides an excellent means of 

viewing a potential permanent employee at work. The internship normally 

provides much more information than can be obtained in an employment 

interview. Management is then in a better position to make selection and 

placement decisions. Internships also provide advantages for students. The 

experience they obtain through working enables them to integrate the theory 

learned in the classroom with the requirements of the workplace. At the same 

time, interns may gain knowledge of the organization that will help them 

determine whether the firm would be a good place to work. 

Some educational institutions, more especially Technikons, offer voluntary or 

mandatory internship programs to students as part of a program of study, with 

students receiving supervision from both the academic institution and an 

employer. Most employers insist that their interns work under a formal 



7 

agreement established between the employer and the educational institution. 

Conditions vary widely, students may be paid or unpaid and may work 

scheduled part-time or full-time hours during the academic year or over 

vacations (Rothwell and Kazanas, 1994: 120). 

Ideally, internships result in students who have real-work experience related 

to their academic studies, who are well equipped to make the school-to-work 

transition and who have improved employment prospects (Rothwell and 

Kazanas, 1994: 120). 

According to Songer (2000), the University of Oregon provides many 

opportunities for students to participate in experiential education outside the 

classroom. A variety of campus departments, programs and services serve as 

an additional resource throughout the campus community about internship 

opportunities available through University programs and services. Internships 

enable students to integrate classroom knowledge with supervised on - the -

job experience while learning practical skills. Applying theory and practice, 

internships provide opportunities for students to explore possible career paths 

(www.Uoregon.Ed: p. 1 of 2). 

Internship training is sometimes referred to as cooperative education, which is 

another method of coordinating the two types of learning. It is used for 

professional, managerial, clerical and sales personnel along with an 

educational institution's teaching program. Usually, selected students enrolled 

in a regular program are introduced into a company for a period of time to 

gain work experience. Through this training, students gain a better 

understanding of the relationship between the theory they learn in school and 

its application. But as it is a slow process, both parties should have patience if 

they expect to achieve the greatest benefit from it (Meggison, 1991 :222). 

According to Career Services (2005), an internship program is an 

undergraduate academic program to incorporate real world work experience 

and learning into the students university academic experience. Internships 

also give students educationally-related work and learning experience that 



8 

integrate theory learned in the classroom with practical application and skill 

development on the job, and contribute to the development of personal and 

professional maturity and ethics (www.career.vt.edu.externship:p1 of 2) . 

According to Sherman and Bohlander (1992: 223) internship programs, jointly 

sponsored by colleges, universities and a variety of organizations, offer 

students the chance to get real work experience while finding out how they 

will perform in work organizations. Organizations also benefit by getting 

student employees with new ideas, energy and eagerness to accomplish their 

assignments. Some U.S. universities, including Arizona State University allow 

students to earn college credits based on successful job performance and 

fulfillment of established program requirements. One approach to help 

minority ('disadvantaged', in South Africa) students prepare themselves for a 

management career is to give them employment experiences while they are 

still in university. An internship program offers students an opportunity to learn 

on the job and gain hands-on experience. 

According to Nigro (1986: 332), internships provide a bridge between 

theoretical preparation and "live" or practical work experience. Internship is 

now used or it may also refer to persons who have work experience but have 

entered training programs for a new kind of work or career. For them, the 

internship experience is a bridge to that new work or career. Here internship 

for university students is taken as part of their academic program or after they 

receive their degrees. University student interns spend a specific period 

(usually from six months to a year) working in an administrative agency or the 

legislature as an integral part of their educational program and professional 

training. Although practices vary from school to school, interns often take 

classes concurrently. They are sometimes paid by the agency, with summer 

internships as a convenient arrangement. 

The fundamental purpose of the internship experience is to place students in 

an environment where they can begin to form personal comprehension of the 

administrative processes. Because the college student may be preparing for a 

career in some subject area such as forestry, agriculture, social work or for a 



9 

career as an administrator, the internship brings students face-to-face with the 

fact that administration involves real people, real choices and real 

consequences. Working in a public agency allows interns to test the concepts 

and techniques they have learned in the classroom and to see how they are 

applied in practice (Nigro, 1986: 333). 

Just as the internship gives the employer the opportunity to size up students 

for possible full-time employment with the agency, it also helps students 

assess their competence for possible future career choices. By testing the 

knowledge and skills which they develop in the classroom, students can 

ascertain the likelihood of career success in given roles. Therefore, an 

effective internship program is built on continuing cooperative arrangements 

between public agencies and educational institutions (Nigro, 1986: 353). 

Internship is a cooperative arrangement between an organization and the 

university on behalf of the students. Every Human Resource Development 

Professional should arrange to place a Human Resource Development major 

in his/her organization, not only as a benefit to the organization, but as a 

professional obligation to contribute to the education of new professionals. 

Preparation for the internship experience should begin early in a student's 

academic career (Wolfbein, 1967: 36). 

Internships are often part of an agreement between schools, colleges and 

universities and local organizations. Individuals in these programs earn while 

they learn, but at a rate that is less than that paid to full-time employees or 

master crafts workers. The internships, however, function as a source not only 

of training but also of realistic exposure to job and organizational conditions 

(Schuler and Huber, 1990: 523). 

2.4. What is an externship program? 

An Externship program according to Career Services (2005), is a volunteer 

job-shadowing opportunity for students to spend up to five days during the 

winter break observing and often working with professionals, investigating a 



career field and experiencing a typical week on the job. The experience is 

intended to help students better understand a work environment and a career 

field and thus, help clarify career goals (www.career.vt.edu/externship:p1 of 2) 

According to the University of lllinios (2003) , externship is a way to bring 

University students together in the workplace. Externs gain an advantage by 

participating in hands-on experience and in learning that isn't available in a 

classroom setting (www.careercenter.uiuc.edu:p1 of 2). 

2.5. What is a cooperative education program or a work study program? 

Cooperative education is both a mode of study and a joint agreement that 

facilitates employer and school relationships. Much like internship programs, 

cooperative education aims to give students opportunities to learn in 

education and then reflect on what they have learned. Cooperative 

educational agreements offer employers ample opportunity to shape the 

knowledge, skills and attitudes that students bring with them to the workplace. 

In the process, employers can decrease the chances that costly training will 

be needed to rectify basic skill deficiency (Rothwell and Kazanas, 1994: 120). 

Cooperative education programs or work-study programs in which students 

alternate periods of full time university instruction with full-time employment, 

are increasingly popular these days. Some students have been involved in 

business-sponsored training while attending college. Cooperative education 

programs involve some 1,000 universities and more than 200, 000 students in 

the United State of America. Cooperating companies in these earn-while-you­

learn programs hire students to work a portion of each year in their field of 

study, thus giving students money for university expenses as well as valuable 

job experience. After graduation, many students are offered permanent jobs 

with the company they worked for during university. For example, General 

Motors hires 95 percent of the students in its cooperative education program 

when they graduate (Schultz and Schultz, 1998: 169). 



11 

Employers are usually willing to sponsor internships and participate in 

cooperative educational programs for several reasons: Firstly, they want to be 

good corporate citizens and believe that participating in such programs will 

lead to positive public relations. Secondly, they understand the value of 

strengthening schools at all levels so that employers will not face critical skills 

shortages or find major shortcomings with graduates who are products of 

these schools. Thirdly, employers find that students participating in such 

programs are often highly motivated, work only temporarily and do not have to 

be highly compensated. Fourthly, such programs give employers the 

opportunity to try out potential workers before extending job offers. That 

reduces the chances of mistakes in hiring decisions and it may mean that 

employer mentors can participate in preparing students (Rothwell and 

Kazanas, 1994: 120). 

Nadler and Nadler (1994: 57), define a work-study program as an activity in 

which learners work on a job related to their studies part of the time and study 

part of the time. It is designed to reinforce learning as soon as possible in a 

work situation. A work-study program is also related to cooperative education, 

internship and apprenticeship. 

2.6. The role of education and training in Higher Institutions 

According to Reid and Barrington (1998: 353), education and training help 

university or college graduates to overcome the problems in preparing for and 

finding employment to suit their abilities and aspirations. However, changes in 

demography, new technology affecting work characteristics and patterns and 

the need for continuous professional updating and upskilling have resulted in 

more and more adults participating in cooperative education, both before and 

during working life. 

Education and training have been introduced with the aim of providing better 

preparation for work. Employers and educational institutions are liaising in 

many ways to help to bridge the gap between education and work. There 

should also be collaborative measures between employers and educational 



12 

institutions which will result not only in providing students with experience of 

the working environment, but also in opportunities at staff level to help to bring 

the two cultures of education and work closer together (Reid and Barrington, 

1998: 354). 

The South African Department of Education recognized the fact that, in the 

new environment education and training initiatives to improve effective 

governance, including leadership- management and students' capacity 

development programmes, are a necessity. Institutions need to provide 

programmes that do not only require regular attendance of lectures at a 

central venue at set times. They need to utilize a range of more flexible 

delivery strategies. The CHE Task Team analysed the different problems and 

shortcomings of the higher education system and the key issue of equity. 

Equity should mean more than access to higher education. For Equity to be 

meaningful, it must also ensure that learners have access to quality education 

and graduates with the relevant knowledge competencies, skills and attributes 

that are required for any occupation and profession (CHE, 2000: 17). 

The Skills Development Act proposes a new skills development strategy, 

which the Department of Labour believes, will achieve the restructuring and 

upgrading of the education and training system to produce the skills South 

Africans need to succeed in the 21 51 century. Skills development is an urgent 

priority for South Africa as an integral part of the country's overall objectives of 

reduced poverty, increased employment, improved international 

competitiveness, reduced crime and increased economic growth. The overall 

vision is an integrated skills development system, which promotes Economic 

and employment growth and social development through a focus on 

education, training and employment services. The skills development strategy 

is an integral part of the government's commitment to overall human 

resources development, which includes education reform and the 

transformation of health and welfare services. There are six core-components 

in the proposed strategy. One of the components is a system of Learnership 

(Skills Development Act, 1997:80). 



13 

2.7. Work-related experience and work-shadowing 

Reid and Barrington (1998: 380), provide a brief survey of ways in which 

employing organizations and educational institutions can liaise. Two such 

ways are "work-related experience" and "work shadowing". Work-related 

experience can take a variety of forms, such as visits to organizations by 

individuals or groups of students, assignments, projects and research. The 

benefit gained is likely to be in proportion to the preparation accorded 

beforehand by both parties. Work shadowing or practical work undertaking is 

a useful way of giving an insight into a particular role or job. It can be used as 

an aid to greater understanding of the working environment. It can also be 

used to enrich more formal studies such as when an organization arranges 

with a university to 'adopt' a full-time personnel management student who 

visits at various times of the year and shadows a Personnel Manager. The 

aim is to make education a better preparation for working life. One way of 

assisting to bridge the gap between school and work is to bring these cultures 

closer together. 

2.8. Linkages between structured learning and work experience through 

learners hips 

Learnerships are proposed as a mechanism to facilitate the linkage between 

structured learning and work experience in order to obtain a registered 

qualification, which signifies work readiness. Learnerships directly address the 

"how" of the skills development strategy. They are intended to overcome the 

present divide between theoretical and skills components. The theoretical 

component only is insufficient in the quest to provide students with the 

required work experience (Skills Development Act, 1997: 25). 

Through learnerships, structured learning and work experience can be 

organised for accreditation on the National Qualifications Framework (NQF). 

South Africans presently put responsibility for training in fragmented and 

diverse structures. Theoretical education is seen as the sole domain of the 

Department of Education, while skills training, is shared between the 



14 

Department of Education, Department of Labour, Industry, Private centres 

and some NGOs. Learnerships must therefore enable learners to acquire 

work experience in a variety of ways such as job creation programmes. 

Learnerships must also be designed to encourage the inclusion of business 

skills and other issues of national importance, such as AIDS and the 

environment and issues of importance to industry, such as quality (Skills 

Development Act, 1997: 26). 

2.9. Relationship between work experience and structured learning 

Work experience needs to be related to the structured learning and prepare 

the learner for competence assessment. It may take place at a single 

workplace, or be spread across several work sites. Small enterprises could 

also provide work experience for learners if they formed groups of training 

companies, which between them would be able to provide the range of work 

experience required . For new entrepreneurs, work experience could be 

acquired through the performance of a number of supervised contracts of 

work (Skills Development Act, 1997: 27) . 

According to Ceda (2000: 13), the number of graduates searching for 

employment is on the rise despite the deepening shortage of skills. Job 

searching is just as hard for people with degrees as it is for those without 

degrees. Life after going to university is not smooth sailing. One example 

quoted is that of Babalwa Macoba who did a degree in Public Administration 

at the University of Transkei in 1999 and by the year 2000 was still looking for 

a job. He said he could not find one because he doesn't have any experience, 

therefore, he intended to go back to the university to study human resource 

management. 

According to Gosteli (1995: 28), information is meaningless and valueless 

until it is experienced. Once you can use your information, it becomes a skill. 

The trouble is that it is extremely difficult to know whether you are using your 

knowledge or not and since human beings are so adept at pulling the wool 

over their own eyes, most of the time we convince ourselves that we are using 



15 

knowledge when, in fact, we are not. This particularly refers to interpersonal 

skills and communication. 

Gosteli continues to say that he is against purely academic, theoretical 

knowledge. He contends that he is against going to "have fun in the bush" and 

calling it team-building. He says that the responsibility of a trainer is to impart 

a skill. Never assume that the person knows what you are talking about when 

you explain something to him, no matter how much he nods, no matter how 

much he can repeat back to you parrot-fashion what you have just said so 

that "you will know at once whether it has hit home or not" . Then, after you 

have swallowed your disappointment, find a way of making him do what you 

want him to understand and you will find that your rate of teaching increases 

by leaps and bounds, while your pupil's productivity does as well (1995: 28). 

As universities have moved through open-enrollment and so on, to expand 

educational opportunities for students, women and the disabled, there has 

been a corresponding need for educational methods that can translate the 

abstract ideas of the academic into the concrete practical realities of these 

people's lives. The field placement or work/study program is an empowering 

experience that allows them to capitalize strengths while testing the 

application of ideas discussed in the classroom (Kolb, 1984: 6). 

Younger students will need to intersperse more work experience between 

their years of preparations in formal education . Existing programs of 

experiential education (Internships, Work/Study programs etc) give testimony 

to the payoff of such a mix of academic and practical training (Kolb, 1984: 

206). 

At Alverno University (USA), a common reference point is the students' 

development as self-directed learners. The faculty re-conceptualized their 

liberal arts curriculum to focus on developing abilities, and have created 

classroom and off-campus learning experiences with sharp attention to the 

principles of experiential learning theory and practice. A university dedicated 

to experiential learning concepts can make students to be more balanced in 



16 

their learning style, and when they are ready to enter their specialized 

professional programs, they have already experienced multiple learning 

modes. Furthermore, students as a group maintain their more balanced 

preferences during the last two years of university, even though practically all 

of them enter a particular career track (Kolb, 1984: 206) . 

It is interesting to note that many secondary schools in the United States of 

America include in their curricula some opportunities for students to combine 

study in the classroom with experience in an employment situation. These 

opportunities vary slightly from school to school and are known by a range of 

titles such as, cooperative work experience, distributive education, office 

practice, job experience, diversified training, etc. The programs are usually 

incorporated into the school's vocational curriculum. The general purpose of 

the program is to prepare selected students for employment while they 

complete their high school education. As a result of successful participation, a 

student graduates with her class, completing a basic general education and 

being prepared for full-time employment in her chosen occupation (Isaacson 

and Brown, 1997: 408) . 

According to Isaacson and Brown (1997: 408), the program is expected to 

accomplish the following , among others; 

❖ The student establishes an occupational objective consistent with abilities 

and interest, 

❖ The student develops skills necessary for full- time employment as a 

worker or as an apprentice in a chosen occupation. 

❖ The student acquires related and technical information necessary for 

intelligent occupation practice, 

❖ The student develops appropriate attitudes and personal characteristics 

enhancing adjustment, success, and progress in the occupational field, 

❖ The student becomes increasingly mature in his/her relationship to school, 

economic, social and home life. The specific objectives can be thought of 

in terms of; - the job skills that the student will need to master, the 

knowledge that must be gained to perform the work with intelligence and 



17 

judgement, and the personal and social traits one must develop to get 

along well on the job and in the community. 

The instruction in job skills is provided by the employer under actual 

employment conditions and according to the program developed jointly by the 

school representative and the employer. Students usually work a minimum of 

15 hours a week mostly, during the regular university day. The typical 

program permits a student, usually in the junior or senior year, to attend 

classes half-time and work in an assigned employment position the other half. 

In a few large city systems, the student spends one week in university and the 

following week at work and alternating with a fellow student who is on a 

reverse schedule. The most common situation, however, has the student in 

school in the morning and on the job in the afternoon. The employer in the 

work assignment supervises the student, but a university staff member serves 

as liaison agent between the school and the employer and maintains close 

contact with both the student and the employer. The student therefore earns 

academic credit for the work assignment as a part of the school's vocational 

curriculum (Isaacson and Brown, 1997: 408). 

Work experience is totally realistic because it has every characteristic of a 

regular job, including pay. The student has an opportunity to face the same 

situation that every worker encounters and with the added advantage of 

having a coordinator to assist in making adjustments or solving problems 

encountered in the position. As the world of work has become more complex, 

many occupations have been removed from public view so that most students 

have little opportunity to go behind the scenes and actually see how and 

where certain types of work are performed . The perceptions they have may 

be developed on limited information and consequently may be unrealistic 

(Isaacson and Brown, 1997: 185). 

The field trip or industry tour provides many students their first chance to have 

direct contact with this side of the world of work. This can motivate and 

encourage students to explore further both the world of work and their own 

plans. The individual visit by a single student to a specific industry or business 



18 

may offer one of the best opportunities to gain insight into a field in which the 

student is seriously interested. Such a visit often is arranged for an entire 

working day and usually the visiting student is assigned to a worker with 

whom the entire day is spent. Such a visit provides maximum opportunity to 

see a variety of aspects of the job and to question the worker about what 

he/she is doing, as well as why and how. The student may have an 

opportunity to spend time with two or three workers in the course of the day. 

This provides a chance to become familiar with the workers, attitudes toward 

their work, and opportunities for advancement and work stability among other 

things. This prolonged contact with one or two workers has become known as 

job-shadowing (Isaacson and Brown, 1997: 185). 

A Work experience program can be exploratory, general or vocational 

preparatory. Exploratory programs aim at helping students understand various 

types of work, work settings, tools and equipment used by workers and 

demands placed on workers and similar factors . General work experience 

programs are designed to assist students in the development of attitudes and 

skills that are not narrowly vocational in nature, including punctuality, 

dependability, acceptance of supervision, interpersonal relations and similar 

characteristics that apply to all work situations. Another example of direct on­

the-job experience is the college-level cooperative-program, usually 

associated with academic majors in technical areas. In some fields these 

experiences are referred to as field practice or internship. Typically, all of 

these involve alternating periods of full-time study and work assignments. An 

experience of this kind usually comes late in the preparatory program and is 

designed to develop and sharpen work-related skills rather than to provide 

exploratory insight into the occupation (Isaacson and Brown, 1997: 187). 

Nowadays, the possession of a university degree does not bring automatic 

employment. Indeed, this harsh reality has brought about not only deep 

frustration among graduates and young people, many of whom have worked 

so hard, but also a sense of malaise in the education system itself. Many 

students switch off from University to Technikon because they quite 

realistically see university education not helping them to acquire necessary 



19 

work experience to obtain employment. Some think that graduates are failing 

to find jobs because their institutions do not enable them to acquire the skills, 

attitudes and work experience, which will make them employable. There is 

widespread fear that if jobs cannot be found for graduates and young people, 

this might result in crime, delinquency, riots, and threats to the social fabric. 

Attention has therefore been focused on ways of keeping unemployed 

graduates and young people off the streets, preferably within some form of 

education and/or training frame which will maintain and develop their 

employability, so that if jobs become available, they will be equipped to take 

them (Craig, 1987: 20). 

According to Craig (1987: 8), an innovation took place during the first decade 

of this century, when Dean Schneider of the University of Cincinnati, College 

of Engineering introduced cooperative education. Students would go to school 

for a time and work in a factory an equal amount of time. Then the students 

would repeat the process, going to school for additional training and going 

back to the factory for additional practical work experience. 

Other corporations hire a substantial number of undergraduate and graduate 

interns for employment during the summer and throughout the academic year. 

The companies gain an opportunity to employ individuals on a short-term 

basis prior to offering full-time employment. In addition, the students bring 

considerable enthusiasm and the latest technology to the workplace and a 

refreshing combination that is also cost-effective. The students gain valuable 

work experience, a look at full-time employment with one employer, a paying 

job and if successful an offer for full time employment (Craig, 1987: 805). 

Although most training and development professionals have at least one 

college and have spent many years in the academic world, institutions of 

higher-education are not often considered as resources to address the 

training development and research needs of business. There should be 

partnerships in education and training between business and higher 

education, although, business and higher education have operated relatively 

autonomously for many years. The driving force behind this relationship 



20 

derives from the central importance of education in our knowledge-intensive 

society. Higher education offers much to business. Most importantly, it has 

people such as expert faculty in addition to graduates for our workforce. The 

faculty can develop courses and create new windows on research that can 

result in new products. The students of today are the employees of tomorrow 

(Craig, 1987: 802). 

Too many South Africans find themselves at two times in their lives in 

situations that almost perversely mirror each other. In the first, a young person 

just out of school or university pounds the pavement looking for a job, carrying 

the degree or diploma by which the education system certifies that one is 

prepared for adulthood. The first of several employers that the graduate 

approaches quickly dismisses that particular meaning of a degree or diploma. 

They say that one must have experience in order to get a job. How does one 

get the experience? They do not say. In the second situation, an adult already 

well-experienced at work but without advanced education, wants further 

educational opportunity or an educational credential (Keeton, 1976: 119). 

According to Chetty, Monyokolo & Soobrayn (1992:126), indicated that today 

thousands of students who have graduated from universities, including many 

of those who have obtained their second degrees, are unable to find 

employment. The present unemployment problem was caused by the fact that 

there was not enough experiential training education in the university 

curriculum. The government has already taken steps to inject practical work 

into university curricula and students are expected to do practical work 

experience as part of their curriculum. 

The biggest reason that employers want to hire young workers who already 

have experience is that South African industry does not offer a great deal of 

formal training, particularly for entry-level positions. The system it uses is on­

the-job training, and is so inseparable from the production system that the 

Bureau of Labor Statistics has had great difficulty in finding a way to measure. 

This informal training is really nothing but experience in the job making 

mistakes and learning somehow from another worker who knows the task. 



21 

This being the case, it makes a lot of sense from the employer's perspective 

to hire someone who is already experienced. Employers however, are looking 

for more than job skills. They see prior work experience as increasing the 

chances that a person will be punctual, responsible and stable, and indeed, 

will possess a whole set of qualities that they associate with productive 

employees, although no one has objectively determined which qualities 

contribute the most to performance (Keeton, 1976: 121). 

Some employers use experience as a substitute for explicit age requirements. 

Several recent studies have found that about three fourths of employers do 

not want to hire young people until they are age twenty or twenty one, 

whether or not they have a high school diploma, except for women wanting to 

become secretaries. Some employers will not hire young people under age 

twenty-one because they rightly suspect that not enough experience has been 

gained until that age, but others apparently presume that people are not 

punctual, responsible and stable until they have aged a bit. Such employers 

seem to believe that seventeen-year-old high school graduates lack the 

maturity desired, except for casual jobs at hamburger stands and car wash. 

Yet youths are capable of being as productive as other entry-level employees, 

if provided with experience and training (Keeton, 1976: 121 ). 

2.10. Community service as part of the University Curriculum 

According to Mecoamere (2000), students are happy with Venda University 

curriculum shifts with the accent on science and technology, and are playing 

an active role in the institution's recruitment drive to reduce unemployment 

amongst graduates. According to Mr. Peter Lentswane (Students 

Representative Council information and publicity officer) more than 3500 

teachers were in possession of certificates of qualification but were unskilled 

and unemployable due to out-dated curriculum formats . He gives an example 

of students in various institutions around the country who have been taught to 

"botanize" the leaf but are unable to transform that leaf into food' . He said the 

University had established eleven new schools geared to the solution of 

Community-related problems. These included business, economic and 



22 

administration sciences, agricultural sciences, mathematics and natural 

sciences, environmental sciences, human sciences and health sciences. 

Lentswane said four modules such as, Computer Literacy, African Civilization, 

Scientific Method, and English Communication Skills formed an integral part 

of the core curriculum, which all newly registered students would be obliged to 

include in their courses. He said students and staff would ensure that the new 

curriculum worked (Macoamere, 2000: 10). 

At present there is a proposal that each University student in South Africa 

should be required to do 21 days (3 weeks) of community service before 

he/she receives a degree. According to Professor Christoff Heyns (Director of 

the Integrated Bar Project) students must be allowed to select the type of 

community service they want to do, which is related to their field of study, 

thereby gaining valuable practical experience. However, the option of doing 

general development work (e.g. joining the Southern African Volunteers), or 

doing other community work (e.g. working at the Cancer Society or being a 

teacher assistant at a local school) should be open. According to Lekgau, Prof 

Heyns was quoted as saying "Each university must have a Community 

Service accreditation office, which determines whether involvement in a 

particular activity qualifies as community service for degree purposes" 

(Lekgau, 1998: 23). 

Prof Heyns also suggested that the proposal could be expanded to include 

Technikons. He proposed that the University of Pretoria consider setting the 

process of consultation in motion, which will be required before implementing 

this kind of project in the near future. The aim of the project is to give students 

an opportunity to gain practical work experience and make them more 

responsible by contributing to the notion of nation-building. Prof Heyns 

believes that students should not be allowed to graduate without doing 

community service. He proposes simple compulsory community service for all 

students, linked, if possible, to their discipline Dr. Hendriks (Director of 

Marketing) added that, the proposal of community service is a good idea. And 

the University of Pretoria sees community service as one of the co-activity of 

this university, and must deliver it in one-way or another (Lekgau, 1998: 23) . 



23 

2.11. Why graduates find it difficult to secure employment? 

Piloso (2001: 86) wonders why graduates are finding it difficult to get jobs. He 

gives an example of one, Nandipa Ngqobo, who graduated in 1998, but had 

still not got a job by the year 2001. Her dreams of becoming financially 

independent, owning a car and moving away from home are fading fast as 

she adds yet another rejection letter to the growing pile on her dresser. 

Despite her failure to land a job, this 22 year-old University of Natal graduate 

stubbornly continues to knock on doors, hoping that eventually a potential 

employer will actually allow her entry to the notorious South African job 

market. Although Nandipa was only 19yrs when she obtained her LLB (a 

remarkable achievement), like thousands of other university graduates, she 

has been unable to get a job. 

Nandipha Ngqobo (cited in Piliso, 2001: 86) angry and frustrated said that, we 

all grew up believing that graduates hold a competitive edge in the labour 

market and matriculants compete to get into appropriate tertiary institutions 

because they are repeatedly told that graduates are more likely to find jobs, 

progress rapidly in their careers and earn more money. Yet for thousands of 

despondent youngsters the years of hard work and studying have resulted in 

nothing. 

Molakeng (2001: 26) states that, jobless graduate William obtained a 

Business Administration degree in 1985, was confident that he would get a 

job. Now he knows better and he admitted that he was totally wrong. He has 

sought employment in the government and private sector, but is still jobless. 

He has now given up. He said he tried so many times to look for a job. Now 

he is fed up with being repeatedly rejected by prospective employers. 

New graduates from university are gacing serious difficultties in trying to find 

their first jobs. The main reason has got to be very poor workforce planning to 

match the growth in new jobs to the growth in supply of new graduates. The 

situation is distressing and depressing for individuals, particularly those from 



24 

the university who have not been able to find jobs (www.csp.org.uk, 2005:p 1-

6 of 12). 

In recent report compiled by several university graduates career information 

bodies, it was revealed that, unemployment levels amongst university 

graduates have actually risen. The difficult market environment to which 

existing professionals are currently being subjected and without work 

experience, the newly qualified university graduates are likely to find it 

increasingly difficult to secure employment in their professional field. 

However, the reason being "lack of work experience" the graduates does 

possess (www.ypg.bcs.org, p 2 of 3: 2001). 

A study on first employment experiences of graduates revealed that those 

graduates who had difficulty on finding employment immediately, could be a 

number of reasons for this. Percy Moleke from HSRC explains "one is supply 

and demand" because, most graduates do not possess the skills such as, 

accountancy, medicine, science and engineering which employers demand. 

Instead, they possess skills of which there is an over-supply in the labour 

market such as, law, general B.A, education and humanities, so the demand 

for them is low. Referring to Nandipa's situation, Kefilwe Mokwena from the 

South African Graduates Development Association (SAGDA) cited in Piliso, 

2001 :86). says, an enormous number of students are enrolling for courses 

such as Bachelor of Arts, Social Sciences, Law and Education. The B.Com 

and Law graduates are also increasing in number and employment problems 

are being experienced there. 

Looking at the more general fields, it appears that there are clear differences 

in the signals these degrees conveys to employers. When comparing 

humanities and arts with economic and management sciences and natural 

sciences for example, fewer humanities and arts university graduates found 

employment rapidly after obtaining their qualifications. Econonmic and 

management sciences degrees usually have majors associated with character 

traits correlated with the skills required, work experience and performances 

which employers requires. Hense these university graduates have an 



25 

advantage over those from humanities and arts. The experiences of the latter 

group reflect the disadvantage that their qualifications do not have a particular 

work experience or professional focus which makes it more difficult to find 

jobs. Some of these graduates took longer than a year to find employment 

which is a matter of concern ( Moleko, P. 2003:6). 

According to Noxolo Barn (cited in Piliso, 2001 : 86), an employment agency 

consultant, many graduates who approach recruitment agencies often wait for 

months before landing a job. He added that institutions also largely produce 

graduates in fields for which there is already an over-supply in the labour 

market, such as Humanities and Arts, general Bsc and Education 

Mokwena, of the South African graduates association (cited in Piliso, 2001: 

86) says, the possession of a university degree is no longer sufficient in the 

labour market. Students also flock to Technikons and other institutions, 

adding that, community service in higher education should be compulsory and 

Universities should also liaise with the corporate sector to create voluntary 

holiday jobs in areas related to the studies of the students. 

According to Xaba MJ (2001: 12) nowadays, companies employ people who 

have three to five years work experience. He asked whether anybody could 

tell him where one could get that work experience from, he says it is 

disappointing to see someone looking forward to continuing his/her studies 

because we knew in our hearts that one is wasting time and money because 

there won't be a job out there when the studies are completed. They also 

waste their time and money applying to companies that demand people with 

work experience. He added that, South Africans should know that studying is 

not the only key to success. You can succeed without education, like starting 

your own business or concentrating on the sports in which you know you 

excel. 



26 

2.12. Conclusion 

In this chapter, the following terms were discussed, such as experiential 

learning or training, internship program, externship program, the role of 

education and training in higher institutions, work-related experience and 

work-shadowing, linkage between structured learning and work experience 

through learnerships, relationship between work experience and structured 

learning, community services as part of the university curriculum and lastly, 

why graduates find it difficult to secure employment. The following chapter, 

Chapter 3 will detail some practical procedures on how the study was 

conducted. 



27 

CHAPTER 3: RESEARCH METHODOLOGY 

3.1. Introduction 

Chapter 1 provided a brief overview of how the research was conducted. This 

chapter outlines the methodology which was used in this study to collect data. 

It describes the research design, population of the study, the sample and 

sampling frame, and the task and instruments, which were used to conduct 

the research. 

This study used a qualitative research paradigm. A paradigm is a set of 

beliefs that constitute the researcher's perceptions regarding the nature of 

reality and of the world, and how the researcher can find out about that reality. 

The main thrust of the qualitative paradigm is to understand social life and the 

meanings that people attach to everyday life. The qualitative paradigm is 

primarily inductive in that the researcher attempts to understand a situation 

without imposing pre-existing expectations on the settings and it uses an 

inductive form of reasoning by developing concepts, insights and 

understanding from patterns in the data (DeVos, 1998:241). 

3.2. Research design 

A research design is an exposition or plan of how the researcher has decided 

to execute the formulated research problem. The objective and aim of the 

research design is to plan and structure a given project in such a manner that 

the eventual validity of the research findings is maximized (Mouton & Marais, 

1993: 193). 

The research design chosen for this study is qualitative in nature and differs 

from those applicable to experimental research. In this case, the researcher is 

not interested in variables taking on continuous values and the data the 

researcher is searching for cannot be tested in a quantitative fashion. 

Qualitative research deals with what things exist rather than determining or 

predicting how many things there are (Mouton & Marais, 1993: 193). 



28 

The research design is exploratory and descriptive in nature. The purpose of 

exploratory research is to seek out new information, insight, ask questions 

and assess phenomena in a different perspective. Exploratory research 

serves three main purposes: to satisfy curiosity, to build a methodology that 

might be used in later studies and lastly to make recommendations regarding 

the likelihood of continuing additional research on the topic. Once we have 

obtained sufficient insights and useful information, we can move to descriptive 

studies (Adams & Schvandeveldt, 1985: 107). 

Descriptive study is a design of research in which the main goal is to portray 

an accurate profile of persons, events or objects. Descriptive studies require 

extensive previous knowledge of the problem to be researched or described. 

The purpose of a descriptive study is not to predict but to describe the 

problem. That means this study seeks to acquire evidence concerning a 

situation or population. It identifies norms or baseline information that can be 

used for comparative purposes (Adams & Schvandeveldt, 1985: 107). 

The technique used to collect and analyze relevant data in this study is the 

phenomenological paradigm. The research design is a qualitative 

phenomenological paradigm, which is aimed at finding out the lived 

experience of subjects. This approach aims to understand and interpret the 

meaning that subjects give to their everyday lives. In order to accomplish this, 

the researcher should be able to enter the subject's life and place himself in 

the shoes of the subject (Devos, 1998:80). 

Phenomenologically-based inquiries can be divided into two basic types, i.e. , 

those that ask how objects are presented to the various modes of conscious 

experience, such as, perception or memory, and those that ask how meaning 

presents itself in experience. Experience means events that appear 

meaningful including our own thoughts and our feelings. The purpose of 

phenomenological research is to produce clear, precise and systematic 

descriptions of the meaning that constitutes the activity of consciousness 

(Valle & Halling 1989: 45) . 



29 

Qualitative research (in a phenomenological study) refers to a perspective on 

the nature of the human realm. From the qualitative perspective, the richness 

and profoundness of the human reality is seen as closely related to the 

structures and meanings of natural language. Thus in a broad context of 

research strategies, qualitative research is identified with a commitment to the 

logic of natural language as a preferred form for understanding human affairs. 

Therefore, descriptive and qualitative research designs are overlapping 

categories with most descriptive studies done from the qualitative perspective 

(Valle & Halling, 1989: 45). 

3.3. Population of the study 

The population is a larger group of people from which subjects for the study 

(sample) are selected. Subjects are the individuals' who participated in the 

study and are sources of data collection (McMillan& Schumancher, 1993: 95). 

The source of data for the purpose of this study were 34 university graduates 

(both unemployed and employed), 14 human resource officers and 

experienced employers, drawn from three different areas. These areas were 

Qwaqwa, Harrismith and Bethlehem situated in the Eastern Free State 

Province. 

As the study used phenomenological paradigm. The purpose of 

phenomenological research is to describe the structure, content, quality and 

interpretation of the respondents on the basis of their lived-experience 

subjective views of the phenomenon, not to describe the characteristics of a 

group who have had the experience. Rather than seeking to describe the 

mean and standard deviation of a group as it relates to the experience, the 

phenomenological concern is with the nature of the experience itself (Valle & 

Halling, 1989: 48) . 

In terms of phenomenological research, subjects are chosen who are able to 

function as informants by providing description - based views of the 

experience and phenomenon being investigated. The first requirement of 



30 

selection is that: (a). A subject has the experience that is the topic of the 

research, (b). A subject has the willingness to provide full and sensitive 

description of the experience under examination (Valle & Halling, 1989: 47). 

Subjects are also required to have the following important skills: (a) The ability 

to express themselves, (b) the ability to sense and to express inner feelings 

and emotions without shame, (c) the ability to sense and express their lived­

experiences that accompany these feelings, (d) the experience of the situation 

under investigation at a relatively recent situation, and (e) the ability to report 

or write what was going on within themselves (Valle & Halling, 1989: 47). 

The target population for this study comprised both unemployed and 

employed university graduates and Human Resource Officers or Employers. 

The study deliberately focused on graduates from Historically Disadvantaged 

Institutions. 

This investigation took place around Qwaqwa, Harrismith and Bethlehem in 

the Eastern Free-State Province. 

3.4. Sample and sampling procedure 

A non-probability design was used for this study. The advantage of this type 

of design is that, it is less complicated than a probability sampling design. It 

also involves less expense and can be conducted to take advantage of the 

available respondents without statistical complexities of a probability sample. 

However, the disadvantage of non-probability sampling is that it limits the 

researcher's ability to generalize the findings beyond the specific sample 

studied (Dunham, 1988: 302). 

The Snowball sampling technique was chosen. Snowball is also called 

network or chain referral (the process of referral of one member to another) 

sampling. Snowball sampling may be defined as obtaining a sample by having 

initially identified subjects who can refer you to other subjects with like or 

similar characteristics. If the population is unknown to you or others, then the 



31 

Snowballing approach is about the only way to find subjects. Snowball is a 

multistage technique. It begins with one or a few people or cases and 

becomes larger like a Snowball as it rolls on wet snow and picks up additional 

snow, on the basis of links to the initial cases (Adams & Schvandeveldt, 1985: 

182). 

For an example, one may run an advert in the newspaper in which one calls 

for people with certain situations or characteristics to help you in a research 

project. If 14 people respond to the advert, one is able to successfully 

interview them. The researcher would then seek to have each of the 14 

identify as many people as possible, who are similar to them in their situation 

or characteristics. If each of the people supplied four new names, there would 

now be 56 new persons to interview. The stages could theoretically go on until 

the researcher is satisfied that a sufficiently large sample for conducting the 

desired research has been achieved (Adams & Schvandeveldt, 1985: 182) 

The use of Snowball sampling as a strategy for locating and conducting 

research on the respondents, will significally increase. If one is successful in 

getting the initially identified small group to grow in successive stages to a 

large sample, one has seen the "Snowball" grow from a small unit as it "rolled" 

into a large unit (Adams & Schvandeveldt, 1985: 182). 

The Snowball sampling of 48 subjects participated in the study. The subjects 

were selected to represent the population. The overall sampling frame was 70 

subjects and a total of 48 responses were received for an overall response of 

68,5 percent. unemployed and employed university graduates and human 

resource officers and experoenced employers had response rate of 48,5 

percent and 20 percent respectively.Typically some of the subjects in a 

sample refused to participate in the study due to lack of time. 



32 

3.5. Data gathering techniques 

The following procedures were used to collect data. 

The study used primarily an Unstructured (open-ended questions) to collect 

relevant information from university graduates (both unemployed and 

employed) , human resource officers and experienced employers through in­

depth interviews and participant observation. Even though closed-ended 

questionnaires were used for biographic data. A questionnaire may be defined 

as a list or grouping of written questions, which a respondent answers. A 

questionnaire is a data-gathering device that elicits from a respondent 

answers or reactions to pre-arranged questions presented in a specific order 

(Adams & Schvandeveldt, 1985: 202). 

In this question format the respondent is free or open to supply answer or 

information in an unstructured manner. Therefore, space will be provided for 

the answer during in depth. The in-depth interview as the unstructured 

interview is actively enter the worlds of people and render those worlds 

understandable from the standpoint of a theory that is grounded in 

behaviours, attitudes and feelings of the studies (DeVos, 1998:300). 

the unstructured interviews are conducted with a schedule. The schedule is a 

guideline for the interviewr and contains questions and themes that are 

important to the research. Although the questions do not ussualy have to be 

asked in a particular sequence, they do ensure that all relevant topics are 

covered during an interview (DeVos, 1998:299). 

The main advantage of unstructured interviewwith a schedule is that they 

provide for relatively systematic collection of data and at the same time 

ensure that important data are not forgotten (DeVos, 1998:300). 

Participant observation as a data gathered technique is also actively enables 

one to enter into the life worlds of the subjects, by taking very brief notes in a 

situation, using a key words, phrase or using a tape-recording macine 



33 

continuously or selectively through the interview. Facial expressions, body 

language, mood and other observable expression prove to be very valuable in 

understanding the totality of the interview (Adams & Schavaneveldt, 1985: 

215). 

Emphasis was placed on finding out as much as possible about the 

participants' experiences and the questions provided the participants with 

ample opportunity to express their views, ideas and opinions more elaborately 

and freely. This aimed to provide a framework for a subject to speak freely on 

socially and personally sensitive topics such as unemployment, AIDS, 

recruitment, selection and placement, Affirmative Action.etc. 

3.6. Conclusion 

Chapter three presented a brief discussion on different research methods 

which were used to collect data. The study used qualitative approach but it 

end up employing some of the quantitative techniques, especially in the 

analysis of the gathered data. The next chapter, Chapter 4, will present the 

results and a discussion on those results. 



34 

CHAPTER 4: DAT A PRESENTATION 

4.1. Introduction 

This chapter briefly presents the data obtained from the survey. The data 

were obtained from the respondents through exploration of opinions on 

experiential training programs for university graduates. In the presentation of 

the results, tables, charts and graphs will be used where possible to illustrate 

the information in a more manageable form . 

The data will be presented in the following sections: 

Section A: Biographic Information 

Section B: Educational Background 

Section C: Employment 

Section D: Experienced Employers 

4.2. SECTION A: BIOGRAPHICAL INFORMATION 

The data in this section present the gender of the participants. 

Table 4.1. Gender 

Gender Number Percentage 

Females 15 44% 

Males 19 56% 

Total 34 100% 

Table 4.1., shows that 44 percent of the sample consists of female graduates 

and 56 percent of male graduates participated in the study (Figure 4). 



56°/o 

FEMALES ■ MALES I 

Figure 4. Gender 

35 

44°/o 



36 

4.3. SECTION 8: EDUCATIONAL BACKGROUND 

In this section the distribution of graduates according to their fields of study is 

presented 

Table 4.2. Number of graduates in different fields of study 

Different field of studies Number Percentage 

Humanities and Arts 10 29% 

Economics and 14 41% 

Management Sciences 

Natural Sciences 5 15% 

Education 3 9% 

Law 2 6% 

Total 34 100% 

Table 4.2., shows that 29 percent were from Humanities and Arts, 41percent 

from Economic and Management Science, 15 percent from Natural Sciences, 

9 percent from Education and 6 percent from Law respondents participated in 

the study (Figure 4.1 ). 



45 

40 

35 
~ 

'?ft. 30 ._, 
tn & 25 
C'G ... 
C 20 Cl) 
CJ 
I.. 15 Cl) 

D.. 

10 

5 

0 

KEY: HA-Humanities and Arts, 
EMS-Economics and 

Management Sciences, NS-
Natural Sciences, EDU-

Education, LAW-Law 

Figure 4. 1 Number of Graduates in 
different field of studies 

37 

HA 
■ EMS 

□ NS 

□ EDU 

■ LAW 



38 

Table 4.3. Number of graduates who attended some special training 

related to their field of studies during their studies 

Attended Training Number Percentage 

Yes 18 53% 

No 16 47% 

Total 34 100% 

Table 4.3., shows that 53 percent of the graduates indicated that they had 

attended special training that was relevant to their fields of study during their 

studies. 47 percent of the graduates said they did not attend any special 

training related to their field of studies (Figure 4.2). 



u, 
Cl) 

60 

50 ---

C> J! 30 -1-----

c 
Cl) 
0 
~ 

:._ 20 

10 

Figure 4.2 Number of Graduates who 
attended any special training related to 
their field of study during their studies 

39 

-YES 

■ NO 



40 

Table 4.4. Graduates who attended special training related to their 

field of studies during their studies 

Field of study Training Training 

Yes No 

Number % Number % 

Humanities and Arts 2 11 8 50% 

Economic and Management 

Sciences 6 33 8 50% 

Natural Sciences 5 28 - -

Education 3 17 - -

Law 2 11 - -

Total 18 100% 16 100% 

Table 4.4., shows that graduates in the field of Humanities and Arts and 

graduates in the Economic and Management Sciences experienced the least 

training during their studies (Figure 4.3). 



35 

--. 30 
~ 
~ 25 
u, 

& 20 
ca 
c 15 
CD 
(,) 10 I.. 
CD a. 5 

0 

KEY: HA-Humanities and Arts, 
EMS-Economics and 

Management Sciences, NS­
Natural Sciences, EDU­
Education, LAW-Law 

Figure 4.3 Graduates who attended 
special training related to their field of 

studies during their studies 

41 

HA 
■ EMS 

□ NS 
□ EDU 

■ LAW 



42 

Table 4.5. Linkage between structured learning and work experience 

programs in higher education institutions 

Would there be a linkage between Structured Number Percentage 

learning and Work experience programs 

Yes 32 94% 

Not sure 2 6% 

Total 34 100% 

Table 4.5., shows that the majority of the respondents (94 percent) are of the 

opinion that there should be a linkage between structured learning and work 

experience programs in Institutions of higher learning. They mentioned that 

this integration would empower students to put into practice what they have 

learned theoretically at the university. This will enable graduates to be 

knowledgeable of the real world of work because nowadays many jobs need 

work experience. Experience is needed to handle practical challenges in the 

work situation and theory would support graduates to come up with new ideas 

and knowledge within the work situation. 

Only (6 percent) of the respondents indicated that they were not sure whether 

or not there should be a linkage between structured learning and work 

experience programs in higher education institutions (Figure 4.4). 



6% 

94% 

YES ■ No l 

Figure 4.4 Linkage between structured 
learning and work experience 

programs in higher educational 
institutions 

43 



44 

Table 4.6. Practical work experience programs in higher education 

institutions 

From which year Number Percentage 

1st year level 20 59% 

2nd year level 9 26% 

3rd year level 5 15% 

Total 34 100% 

According to the respondents Table 4.6., shows that (59 percent) are of the 

opinion that the university students could start learning practical work 

experience programs in higher education institutions from first year level (26 

percent) indicated that they should start on their second year level of study. 

Only (15 percent) indicated that they should start practical work experience 

programs on their third year level of study. 



45 

4.3.1. Experiential training: Opinions of respondents 

The respondents defined experiential training as follows: 

Eperiential training is the kind of training that one receives (such as internship 

training) while studying for a particular career. It means the demonstration of 

skills acquired in theory lessons e.g. Leadership skills and problem solving 

skills. Some view it as practical work which a student has to undertake during 

his/her studies to prepare him/her fully for the world of work after the 

completion of studies. Other respondents define it as a type of training 

students attend while they are on holidays to gain experience related to their 

field of studies. It refers to practical job training related to a particular field of 

study. It is also viewed as a process where a student is sent to a private 

company or a relevant government institution as part of his practical work 

after which the student must write a report for which and marks be awarded to 

qualify him/her for his/her degree. It is seen by others as a process whereby 

an individual is trained or is being prepared for a particular job towards the 

completion of his/her degree. 

Experiential training is viewed fundamentally as a scenario or an endeavor to 

equip the learners with hands- on- experience and covers some aspects 

which might not have been covered during the theoretical learning. It is a 

training that is specifically designed for a specific job and gives a student the 

specific skill that is needed by the employer. It is a training which purports to 

prepare students for their desired jobs. It is when a person practice what 

he/she has learned in theory and be able to add his/her opinion or ideas 

where is necessary, it is to gain experience in the field you are studying, it is 

to observe a particular job and then do it on your own. 

Experiential training is a particular work experience that students are exposed 

to during their studies. It is to acquire the necessary skills and to be familiar 

with the work - place environment. This allows students to relate theory to 

practice within a "classroom" environment and also allows them to be more 

competitive in their fields of study by building confidence e.g. Mentoring, it is a 



46 

workplace where the students have to go in order to put what they have 

learned theoretically into practice and also to see that the knowledge they 

have gained in the university can make an impact, by bringing new ideas into 

that organization, it is a type of training that can be provided to the learners to 

help them to have a better understanding of the field of study they are doing 

and the work environment. Therefore, provide students with practical work 

experience. 

It is practical work which students are involved in to link their education, which 

is theory, with the practical work in the industries. It enables the students to be 

familiar with the work to be done in the field outside the education classroom 

which is only confined to the school walls , it is all the skills the people must 

have before they get into jobs, it is when you are learning in the workplace 

situation where there is a person who guides you on how to do things, when 

and for how long e.g. In-service-training, it is seen as one way to expose a 

learner to the practical field of work where the learner will acquire necessary 

skills and knowledge to perform his duties, this will help to provide an image 

of what a real job entails when adequate information on work environment has 

been given. 



47 

Table 4.7. Whether Lack of experiential training contributes to 

unemployment among university graduates 

Does it contribute to unemployment Number Percentage 

Yes 30 88% 

No 4 12% 

Total 34 100% 

According to Table 4. 7., the majority of the respondents (88 percent) believe 

that lack of experiential training does contribute to unemployment among 

university graduates. They are of the opinion that most employers ask for a 

minimum numbers of years of experience, which new graduates don not have 

and prospective employers don't want to take the risk of employing someone 

who does not have work experience. They think that someone with lack of 

experiential training will cost them a lot in terms of training and induction. 

A very small number (12 percent) of the respondents were of the opinion that 

lack of experiential training does not contribute to unemployment among 

university graduates. They believe that it all depends on an individuals' 

capability or potential to express himself/herself during an interview, and that 

it also depends on organizations, whether they want to recruit someone with 

experience or not (Figure 4.5). 



100 

90 

80 

70 ....... 
~ 0 ._. 60 
tn 
Cl) 
C) 

50 C'G .... 
C 
Cl) 
u 40 ~ 
G) 
a. 

30 

20 

10 -

0 

Figure 4.5 Whether Lack of Experiential 
training contribute to unemployment 

among university graduates 

48 

. ,YES 

■ NO 



49 

Table 4.8. Whether Lack of experiential training can contribute to 

poor performance among new entry-level graduates 

Does lack of Experiential training contribute to Number Percentage 
poor performance 

Yes 29 85% 

No 5 15% 

Total 34 100% 

Table 4.8., shows that the majority (85 percent) of the respondents were of 

the opinion that lack of experiential training could contribute to poor 

performance among new entrants. They believe that if graduates were not 

exposed to the work- environment while studying, they would eventually lose 

self-confidence, be unstable and nervous, have stress and the fact of being in 

a work-environment for the first time results in low and poor performance. 

15 percent of the respondents believed that lack of experiential training does 

not contribute to poor performance among new workplace entrants. They 

were of the opinion that good performance depends on individual ability, 

knowledge and skills. Other factors such as job satisfaction, conducive 

working conditions and organizational cultures also contribute to poor 

performance among new workplace entrants (Figure 4.6) . 



90 

80 

70 

60 

50 

40 -

30 

20 

10 

0 

Figure 4.6 Whether Lack of experiential 
training contribute to poor performance 

among new entry-level graduates 

50 

_ YES 

■ NO 



51 

Table 4.9. Whether experiential training can solve both the problems 

of unemployment and poor performance of graduates 

Can it solve both the Number Percentage 

problems 

Yes 28 82% 

No 6 18% 

Total 34 100% 

Table 4.9. , shows that the majority of the respondents (82 percent) were of 

the opinion that experiential training can solve the problems mentioned above. 

They believed that this would happen only if experiential training were 

introduced and implemented correctly. 

Only ( 18 percent) of the respondents indicated that they don not think that 

experiential training could solve the above mentioned problems. They 

believed that it might and it might not help since this depends on the 

readiness of the graduates to deliver what is expected from them. For 

example, many students were never exposed to subjects like Mathematics 

and Information Technology (IT) that are highly in demand today in a global 

economy (Figure 4. 7). 

UV• UFS 

BLOEMFONTEIN 

BIBLIOTEE.K • UBR6.RY 

,I 



18% 

82% 

YES ■ No l 

Figure 4. 7 Whether Experiential training 
can solve both problem of 

unemployment and poor performance of 
graduates 

52 



53 

4.3.2. Opinions of respondents of how an experiential training program 

should be structured 

Respondents were asked to indicate their opinions of how an experiential 

training program can be structured. Some of their views are as follow: 

Respondents believed that experiential training should be structured in such a 

way that it truly should expose students to the actual daily work like any 

permanent worker, by giving students work which should have some dead­

lines involve, board meeting attendance, etc. They also thought it should be 

integrated with skills development programs, professionalism and strategic 

planning programs. 

A concerted effort is needed from the business community to facilitate 

experiential training programs for instance, in the Law field graduates serve 

articles, in medicine graduates are provided with internship programs and in 

social work students are also provided with internship programs, etc. Such 

programs should be avail to other fields of study to cater for the needs of the 

students. 

Some students believe that experiential training should be structured in such 

a way that it should deal with the challenges of the real world. It must actually 

look at what is needed around the globe, in order to match the global 

standards that come with new concepts such as globalization, corporate 

government and so forth. 

Some respondents were of the view that experiential training should be a one 

- year training and students should be given assignments and projects. 

According to the respondents practical assignments given should form 60 

percent of the year mark. The training should be structured in such a way that 

the respective courses suit the workplace expectations. 

Some respondents believed that experiential training should be done during 

university vacations or after the students had finished their courses. Students 



54 

should be given enough chance to link their theory with practice. According to 

the respondents experiential training must be part of their degrees, meaning 

that, if they failed experiential training, they should not be awarded their 

degrees. If this is not done attending experiential training might not be 

meaningful. Respondents believed that students themselves should look for 

places where they would like to practice experiential training and at times, 

their supervisors or lecturers must support them in getting relevant 

institutions. It can be a non-paying or paying training as per agreement with 

the companies that will be involved. 

4.3.3. Experienced employer's opinions on the structuring of 

experiential training program: 

Employers who participated in the survey contributed several insights on the 

issue of experiential training. Some of their suggestions were that students 

should approach managers in various companies and offer to volunteer and 

assist in some areas in their chosen career. Sectorial factors should be 

identified and utilized in developing the program. The graduates or "potential" 

graduates should be introduced to this program and closely monitored for 

progress. Some form of evaluation and management of performance should 

be implemented. This can only be achieved through workshops, seminars and 

full training modules. It should be done in such a way that it can truly expose 

students to the actual workplace. 

According to the respondents an institution that considers implementing an 

experiential training program should have strategic objectives and social 

policy objectives that provide a proper context for its educational objectives, 

for an example, recognizing learning that takes place outside the classroom, 

and ensuring better job placement results for their graduates as a result of 

work-experience where graduates will achieve their job preference after the 

implementation of the program. 

Respondents believe that this program should start from course one for a 3 

years degree. Students should take 4 years to complete their degrees. Three 



55 

years should be formal education and the remaining 1year should be left for 

experiential training . It should be structured in such a way that it will benefit 

both the students and the organization. 

4.3.4. Programs that will help the university graduates to gain practical 

work experience 

32 percent of the respondents indicated that they did not have any other 

programs in mind except experiential training . Only 26 percent of the 

respondents indicated that students should be encouraged to volunteer 

without pay during their holidays. This should open doors for training and it 

should also help students to gain the necessary skills, knowledge and work 

experience required by most employers. 

24 percent of the respondents mentioned other programs such as, 

internships, work study programs, workshops, mentorship programs, in­

service training programs, student exchange programs, learnership programs, 

summer internship, holiday or vacation temporal jobs, seminars and side­

orientation programs. 

3 percent of the respondents indicated that students should learn to develop 

their own projects. Another 3 percent of the respondents indicated that it was 

the role of the government to ensure that students receive experiential 

training. 9 percent of the respondents indicated that experiential training 

program is the best program to gain work experience. Lastly, 3 percent of the 

respondents indicated that it is the duty of the university to see to it that 

students are well equipped with necessary skills when they leave the 

University after completion of their degrees. 



56 

4.4. SECTION C: EMPLOYMENT 

The data in this section shows the success rate of graduates in securing 

employment after obtaining a degree and the period it took to find 

employment for those who did not do so immediately. It also shows the 

graduate's failure rate in finding employment after obtaining a degree and the 

period of unemployment one had. 

Table 4.10. Unemployed and employed graduates 

Employed Number Percentage 

Yes 18 53% 

No 16 47% 

Total 34 100% 

Table 4.10., shows that (53 percent) of the graduates indicated as employed 

and almost half (47 percent) of the graduates indicated as unemployed during 

the study (Figure 4.8). 



u, 
G) 

i 30 ------... 
C 
G) 
CJ ... 
G) 

CL 20 

Figure 4.8 Employed Graduates 

57 



58 

Table 4.11. Unemployed graduates 

Period Number Percentage 

1 - 6 months 3 19% 

7 -12 months 8 50% 

1 year - 2 years 4 25% 

2 years - 3 years 1 6% 

4 years & above - -

Total 16 100% 

Table 4.11., shows that 19 percent of the graduates had been unemployed for 

1 - 6 months, 50 percent of the graduates had been unemployed for 7 - 12 

months, 25 percent of the graduates had been unemployed for 1 - 2 years, 6 

percent of the graduates had been unemployed for 2 - 3 years and data were 

not obtained for graduates who had been unemployed for 4 years and above. 



59 

Table 4.12. Employed graduates 

Immediate employment Number Percentage 

Yes 11 61% 

No 7 39% 

Total 18 100% 

Immediate employment by Immediate Immediate 

field of study employment employment 

Yes No 

Number % Number % 

Humanities and Arts 1 9,5% 4 57% 

Economics and Management 5 45% 2 29% 

Sciences 

Natural Sciences 2 18% 1 14% 

Education 1 9,5% - -

Law 2 18% - -

Total 11 100% 7 100% 

Table 4.12. , shows that there were more than half (61 percent) of the 

respondents who found employment almost immediately after obtaining a 

degree as opposed to 39 percent of the respondents who were less 

successful in finding employment immediately. However, as could be 

expected, not all groups were equally successful in their search for a first job. 

The respondents who were most successful in securing employment 



60 

immediately had graduated in Economic and Management Sciences (45 

percent) . Graduates in Natural Sciences (18 percent), Law (18 percent), 

Education (9,5 percent), and Humanities and Arts (9,5 percent) were less 

successful in finding employment immediately after graduation. 

4.4.1. Ways in which graduates entered the labor market (first 

interaction with the labor market) 

The data in this section shows the graduates' first interactions with the labor 

market, their search for employment and the way they got their first jobs. 

The respondents were asked to indicate ways in which they entered the labor 

market. Factors such as job advertisements, job requirements, work 

experience one had when recruited, whether the respondents had gone 

through an interview for that post or not were also asked. 

Some jobs were found through advertisements in an internal advertisement 

on the bulletin ( 17 percent). The Government vacancy list (22 percent) 

seemed to have played a major role in helping graduates to find employment. 

Newspapers (28 percent) and personal enquiries (28 percent) seemed to be 

an important source of employment information for graduates. The electronic 

media (5 percent) seemed to be the least important source of employment 

information for graduates. 

Differences in terms of the job requirements were found. Only 28 percent jobs 

required a person to have a matric certificate as opposed to 61 percent that 

required a matric plus relevant experience and 11 percent required post­

graduate degrees. 

Differences in terms of the work experience one had when recruited were 

found . Only 39 percent of the respondents indicated that they had experience 

when recruited as opposed to 61 percent of the respondents who indicated 

that the percent y had no work experience at all when recruited. The majority 

of the respondents 94% indicated that they had been interviewed for the posts 



61 

they secured. Only (6 percent) of the respondents indicated that they were not 

interviewed for the posts they secured. 

Table 4.13. Extent to which training related to studies helped to secure 

employment 

Training related to studies helped Number Percentage 

secure employment 

Yes 12 67% 

No 6 33% 

Total 18 100% 

Table 4.14., shows that among those graduates who participated in the study 

and who had attended training related to their field of studies, 67% indicated 

that their training helped them to secure employment 33% of the graduates 

indicated that their training did not help at all to secure employment. The data 

also indicated that chances of getting employment for those graduates whose 

training helped them to secure employment were twice as high as for those 

whose training did not help them at all to secure employment (Figure 4.9). 



70 

Figure 4.9 Extent to which training 
related to studies helped to secure 

employment 

l□YESl 
~ 

62 



63 

Table 4.14. Extent to which training related to studies helped to secure 

employment in different fields of study 

Different Employed Unemployed Training Training 

fields graduates graduates related to related 

of study studies to