Applying experiential learning theory in non-school-based technical and vocational education and training for unemployed youths in South Africa

Abstract

Youth unemployment is one of the major challenges facing Sub-Saharan African countries today. Although young people may hold general certificates of education (equivalent to Grade 12), they lack employable or marketable skills enabling them to be integrated in the labour market.  This paper examines the application of experiential learning theory (ELT) in non-school-based technical and vocational training for unemployed youths as a learning approach to develop job-related skills and competencies for the real world of the workplace. The qualitative research design was used for the study to meet the research objectives. The researcher conducted one-on-one semi-structured interviews with 10 trainees out of 512 to get their views on training delivery and learning approaches for skills acquisition. To complement the interview data, he also conducted field observations at the training centres, in the workshops and companies hosting the trainees for workplace training. The findings revealed that the facilitators used classroom-based and field-based experiential learning approaches to help the trainees gain job-related skills and competencies required in the labour market. The study concludes that the application of ELT in TVET programmes helped young trainees gain job-related skills and competencies required in the labour market. As practical implications to the society, this paper provides new insights into the application of ELT to improve the effectiveness of non-school-based TVET programmes for disadvantaged and unemployed youths. Its findings will motivate other trainers and training managers to apply ELT in designing and implementing non-school-based TVET programmes.