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Findings show managers failed to build adequate linkages enabling access to post-training support, community resources, and public services. 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education and training programs and centre linkages for adult employment in South Africa  \nCelestin Mayombe  \nUniversity of KwaZulu-Natal, South Africa  \nThis article outlines the results of a qualitative study, which investigated the adult non-formal education and training (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after completing theNFET programs in South Africa. The article reports on an empirical study conducted to investigate what constitutes NFET enabling environments for employment. The findings reveal that managers did not create adequate linkages that could enable graduates to access needed post-training support, community resources, public goods and services. The author concludes that without linking theNFET programs to external stakeholders, graduates will continue to find it difficult to be employed or to start small businesses which perpetuates unemployment and chronic poverty in South Africa.  \nKeywords: Non-formal education, adult training, employment, centre linkages, South Africa  \n106 Celestin Mayombe  \nIntroduction  \nThe central discussion about the provision of adult non-formal education and training (NFET) today is the question: Is training for purposes of merely obtaining a certificate or it training for obtaining employment? Adult NFET has become a significant developmental agenda after the World Education Forum convened in April 2000, had approved the Dakar Framework for Action to the achievement of Education for All (EFA) . Governments, organisations, agencies and associations represented at the World Education Forum had to implement six main goals of EFA (UNESCO, 2011) . The focus of this article relates to goal three which deals with the learning needs of the youth and adults. The World Education Forum stressed the importance of“ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programs”(UNESCO, 2011:4) .  \nThe EFA’s third goal lays a ground for providing skills training to all youth and adults in order to integrate into the labour market. In order to achieve this goal three of the Dakar Framework for Action, King (2011) argues that there is a need to develop occupational skills and knowledge, and create enabling factors to ensure that these are utilised to generate income. Previous studies on adult education and training for employment focused only on the contribution of adult non-formal training in reducing poverty among disadvantaged communities.  \nThey reveal details on the learning conditions for non-formal (Kyndt, Dochy and Nijs, 2009); job-related non-formal education and training (Kaufmann, 2015); and on training delivery methods (Islam, Mia and Sorcar, 2012; Blaak, Openjuru and Zeelen, 2012) . Morton and Montgomery (2011) note that trainees experience difficulty in finding employment in the formal and informal sectors. Furthermore, trainees do not have access to resources to start their own businesses (Akpama, Esang, Asor and Osang, 2011) .  \nA little is known about the link between NFET programs and employment of the graduates. The present study investigated NFET centres that offer skills training programs to adults in order to empower them to take up wage or self-employment in the fields of agriculture, industry, services and small business activities. The main objective  \nIntegrated non-formal education and training programs and centre linkages for adult employment 107  \nin South Africa  \nof this article is to investigate the extent to which the centres have established effective links with institutions to foster the utilisation of acquired skills in paid or self-employment of graduates. The following secondary objectives are identifie","cbCaiosbi7C1WIgP","https://ap.wps.com/l/cbCaiosbi7C1WIgP","pdf",527888,21,"English","# Introduction\n## Theoretical framework for enabling environments of adult NFET centres","[{\"question\":\"What problem does the article focus on regarding NFET programs in South Africa?\",\"answer\":\"It focuses on adults who remain unemployed long-term after completing NFET programs, questioning whether training leads to employment or only to certification.\"},{\"question\":\"What was the main objective of the qualitative study?\",\"answer\":\"To investigate the extent to which NFET centres established effective links with institutions that help graduates use acquired skills in paid or self-employment.\"},{\"question\":\"What do the study findings say about centre linkages and graduate employment support?\",\"answer\":\"Managers did not create adequate linkages to enable graduates to access needed post-training support, community resources, and public goods and services.\"}]","Integrated Non-Formal Education and Training Programs and Centre Linkages for Adult Employment in South Africa | PDF",1792074688,53]