On the job

The majority of humanities graduates are struggling to break into the job market. And those given a lifeline through internships or graduate programmes find themselves once again unemployed once they have completed their contracts.

Youth unemployment is soaring in South Africa and the government is often blamed as the key orchestrator of this unfortunate turn of events. Critics cite corruption and maladministration in government and the lack of a comprehensive plan to reduce unemployment. But while it is easy to blame government there are other key issues that underline the crisis.

Contributing factors include the inability of the economy at present to create sufficient jobs, and the failure of universities (technical and academic) to adequately prepare their graduates for the job market.

Some universities and colleges teach programmes such as media, advertising, public relations, and journalism without much in the way of ‘on-the-job’ practical learning. Their graduates, as a result, are ill-equipped to cope in a working environment.

Exacerbating the situation is that many tutors and lecturers have no practical experience themselves so are able to do little to redress the problem.

Practical working experience enables graduates to integrate what they have learnt theoretically with its application in the real world. At the same time a degree or a diploma do not mean that a graduate or diplomate are necessarily suited for the career they have chosen.

In contrast with many professional fields such as law, medicine, science, nursing, engineering and statistical analysis, where appropriate qualifications are a required essential, many successful writers, designers and artists do not have qualifications relating directly to their work. 

Possession of a degree is a mark that one has the ability to absorb and analyse new information, to be disciplined, focused, and be meet one’s commitments. But outside of the formal professions the relevant content of a degree is less important. In the creative industries what is important is competence, the ability to work accurately and professionally under pressure, and understanding what is required and meeting those expectations.

For this reason the creative industries favour interns and candidates who have already shown committed interest in their field outside of their formal studies. Whether that be voluntary experiential learning, blogging, or free-lance designing or writing.

With this in mind it would seem important that academic institutions contract, even if part-timer, seasoned veterans from the industry to help prepare students. And that academic departments develop strong ties with the relevant industries to farm their students out for on-the-job training. Practical training in relevant software, techniques and production of industry-standard finished products is essential if students are to enter the market place running.

This of course was the original purpose of the old technical colleges or technikons which provided academic support for apprentices in the various trades (such as electrical, mechanical and civil engineering, plumbing, carpentry, and building). Their replacement with FET colleges and technical universities saw a significant reduction in experiential training since the various government structures set up to fund experiential training have largely collapsed or have become non-functional.

Solving the unemployment crisis will require a multi-pronged approach with government as an active partner. Further education institutions, from FETs to universities, have to empower their students to work-ready, market-ready level. Government needs to get the various sectoral training authorities up and running again so that they can play their role in ensuring that students get sufficient on-the-job training before they qualify.

An academic qualification alone is not sufficient to convince organisations to offer or invite graduates for internships in these industries. They see internships as form of an investment  and are interested in employing graduates who will benefit the company. Which is why they need evidence that the prospective employee or intern has the requisite skills and abilities.

And for that, they need to have been able to demonstrate their proficiency in a formal working environment.

Some academic departments are well aware of this. Some years ago Grahamstown’s Rhodes University School of Journalism acquired one of the country’s oldest local newspapers, Grocott’s Mail. They continue to publish the newspaper as a commercial venture, both physically and on the Internet, with their students handling all the editorial, design, production and even advertising content for the weekly award-winning newspaper. Their practical working experience has enabled many of their graduates to join national newspapers, magazines and in-house industrial publications.

Understanding the requirements of the working world, and ensuring their products are tailored for it, will help universities play their role. Government and industry should be helping them do this as partners, not, as is so often the case, antagonists.

Reginald Makgoba is a young academic and holds a master degree in media and public relations from the University of Newcastle Upon Tyne (United Kingdom) with Cum Laude