The Career destination of Office Administration Graduates in Labour Market: A Case Study of Selected TVET College in Limpopo Province of South Africa

Abstract

Career paths have long been a subject of interest across various academic disciplines, with many studies focusing on graduate employment outcomes. However, limited research has explored the career destinations of graduates from Technical and Vocational Education and Training (TVET) colleges, despite the sector receiving significant investment and experiencing high student enrolment. This study investigated the career destinations of National Certificate (Vocational) [NCV] Office Administration graduates from TVET College in Limpopo, South Africa. The study was guided by Experiential Learning Theory (ELT), which aligns with the focus on graduate employability. A qualitative research approach was adopted within the constructivist paradigm, which views knowledge as socially constructed through human interaction. Data was collected using a qualitative survey that included a semi-structured, open-ended questionnaire and an interview schedule. The questionnaire was completed by academic lecturers and student support services (SSS) staff within the college, while interviews were conducted with NCV Office Administration graduates. Purposive sampling was used to select participants: 20 NCV graduates, 10 lecturers, and 10 SSS staff. Thematic analysis was then employed to interpret the data and identify key themes and sub-themes aligned with the study’s objectives. The study reports a mismatch between the skills acquired by graduates and the jobs they obtained. Experiential learning, a vital practical component of vocational education, was not effectively implemented to prepare students for the labour market. The findings also shows that there is little to no alignment between the programme and industry needs, which negatively affected graduates’ job prospects. Although students received training in entrepreneurship, the lack of practical experience or business simulations limited their ability to apply this knowledge meaningfully. To address these issues, the study recommends the establishment of a career guidance unit at the college to help students make informed decisions about their programme choices. Experiential learning should place greater emphasis on business-related activities to instil a sense of self-reliance and entrepreneurship in students. Also, stronger links between the college, lecturers, and the business sector should also be fostered to ease students’ transition into the labour market. Furthermore, the development of programmes should be informed by research based on current labour market needs. To this end, the study offers valuable insights into enhancing graduate employability in the TVET sector and suggests directions for future research.