Stakeholder perspectives on the employability of TVET civil engineering graduates in South Africa.

Abstract

The purpose of the study was to explore college stakeholders’ perspectives on the employability of Technical and Vocational Education and Training (TVET) civil engineering graduates in South Africa. The study sought to understand how senior managers and employers perceive the employability of these graduates, the factors that shape these views, and the strategies they propose for strengthening labour-market outcomes. In line with the scope of the thesis, the study also aimed to develop a conceptual framework that explains how human capital, institutional structures and stakeholder relationships interact to influence employability. Although TVET colleges play a significant role in addressing national skills shortages, limited research has examined employability from the collective perspectives of multiple institutional stakeholders. A qualitative case study within the interpretive paradigm was used to explore these stakeholder perspectives across one TVET college, five municipalities and a civil engineering and construction company. Semi-structured interviews, focus groups and document reviews were used as the main methods of data generation, supported by relevant national and international literature to situate and deepen the analysis. Human Capital Theory, Institutional Theory and Stakeholder Theory were adopted to frame the study. The data were analysed thematically in alignment with the three research questions, enabling a comprehensive understanding of stakeholder perspectives and contributing to the development of the conceptual framework. Findings revealed that while TVET civil engineering graduates possess foundational practical skills suitable for entry into the labour market, their employability is constrained by several systemic challenges. These include high student attrition rates, limited formal recognition of TVET qualifications, curriculum gaps that narrow graduate capability to mainly physical work, and weak partnerships between colleges and relevant industries. The study also identified modest improvements in graduate employment and highlighted emerging entrepreneurial pathways. Stakeholders proposed strategies such as strengthening work-based collaborations between colleges and municipalities, reviewing the curriculum to widen its scope, incorporating current industry technologies and creating a centralised system to track graduate employment status. The study highlights the complex interplay of individual, institutional and relational factors influencing TVET graduate employability and integrates these insights into a conceptual framework that demonstrates how these dimensions collectively shape labour-market outcomes. The framework provides a new contribution to knowledge by synthesising human capital, institutional and stakeholder dynamics into a holistic model that can guide practice and inform policy within the TVET sector. Key recommendations include revising the TVET civil engineering curriculum to incorporate industryrelated literacies such as CAD/BIM and documentation, formalising college–industry partnerships through robust MoUs and structured placement agreements and establishing a district-level graduate tracking and transition system to strengthen alignment between training and labour market needs.