The Executive Dean of the Faculty of Humanities Professor Pam Maseko and Prof Enaleen Draai
Enaleen Draai is a professor in the Department of Public Management and Leadership within the School of Governmental and Social Sciences. She has been the Director of the School of Governmental and Social Sciences from April 2016 to June 2019, where she played a key role in curriculum development and enhancing the academic project. Enaleen began her academic journey in 1997 as a lecturer at PE Technikon.
She holds a DPhil in Public Administration from Nelson Mandela University. Her master’s in public administration is from Stellenbosch University, and she obtained a BA (Hons) in Public Administration from Robert Gordon University in the UK.
Her research primarily focuses on public organisational capacity building and policy management, with special interests in service quality, organisational reputation, trust, skills development, and policy implementation. In higher education, she explores institutional renewal and social justice, particularly gender equity within academia.
She is the content editor of "A Practical Introduction to Public Management" (Oxford University Press, 2016) and recently co-authored a book chapter on policy competency and skills in "Improving Public Policy For Sustainable Development Impact In The Digital Era" (Van Schaik, 2024). Her upcoming book project, co-edited with Enslin Van Rooyen and Sipho Mokoena, is titled "Public Administration and Management in a New Era: Innovation and Sustainable Governance" (2025, Van Schaik Publishers).
Enaleen has supervised numerous masters’ and doctoral students, serves as an external assessor, and participates in editorial and peer review committees for national and international journals. She is a member of several associations, including IASIA and IPPA, and co-chairs IASIA Working Group 5 on Gender, Diversity, and Equity.
Nationally, she belongs to the Association of Southern African Schools and Departments in Public Management and Administration and SAAPAM. Enaleen teaches honours modules in administrative theory and research theory and is also the Work-Integrated Learning Coordinator for undergraduate students in Public Management.
Summary of the lecture
As society pursues growth and development, it confronts a complex landscape of emerging phenomena and persistent issues. These challenges span socio-economic, governance, political, and technological domains, necessitating effective problem-solving for meaningful change.
Central to addressing these challenges is the development of human capital—equipping individuals with the knowledge, competencies, and skills needed for a dynamic world. A significant concern has arisen around graduate employability, particularly the mismatch between academic curricula and the actual demands of the job market.
Employers and the workforce have increasingly highlighted a disconnect between what higher education institutions teach and what graduates need to be work-ready. This issue is particularly evident in fields where professional registration or regulation is not mandated by the qualification or occupation.
Research indicates that students often perceive a gap between their theoretical education and practical skills, which hampers their ability to secure employment. This disconnect exacerbates the difficulty of transitioning from student to employee and affects the transfer of knowledge.
Moreover, the qualifications that graduates pursue are sometimes misaligned with current labour market demands, particularly in areas experiencing a shortage of skilled workers. This misalignment can lead to under-employment, where individuals find themselves in jobs unrelated to their qualifications or engage in short-term, temporary contracts that do not align with their academic focus.
The ability to secure employment emphasises the importance of individual attributes and the broader interplay between higher education institutions, businesses, and governments in addressing employability. However, this relationship is complicated by various factors, including economic constraints and sectoral changes.
In the public service sector, despite a broad range of skill sets, there are ongoing challenges that undermine its ability to meet its mandate effectively. Persistent skills gaps and poor retention rates have impeded the sector's capacity to deliver quality services. A competent and professional public service workforce is essential to understand and address socio-economic issues and adapt to rapid changes, ensuring responsive governance and customer satisfaction.
Universities play a critical role in shaping human and social capital, acting as catalysts for knowledge development and transfer. They are instrumental in fostering intellectual leadership, skills development, and economic modernisation.
In Africa, universities are pivotal in steering social change and promoting human development for economic growth and sustainability. Theoretical knowledge acquired at universities should not only provide a foundation but also extend to expertise that aligns with workplace requirements and economic development. Thus, universities must ensure that graduates possess the attributes and skills necessary to meet the expectations of employers.
Students at higher education institutions gain theoretical knowledge and practical skills through curricula and research, supported by substantial investments from both individuals and governments.
This investment highlights the connection between economic development, employability, and employment, underscoring the need for ongoing collaboration in pedagogy. Student success and access are crucial for achieving higher education objectives and personal goals. Understanding the relationship between work-integrated learning and the evolving student profile is essential, particularly in the context of socio-economic changes that influence employability.
Global economic and employment trends have shifted, including changes in organizational structures, remote work acceptance, and the impact of artificial intelligence, pandemics, wars, and climate change. These factors have redefined traditional work environments and influenced employability and economic trends.
In South Africa, high youth unemployment and graduate unemployment persist due to sluggish economic growth and constraints. Various studies and national strategies, such as the National Development Plan and the National Skills Development Plan 2030, highlight a skills gap and a mismatch between educational curricula and employer expectations. Graduates often lack the skills and attributes needed for the workforce, raising questions about the relevance of curricula and the role of universities.
For graduates in Public Administration and Management, foundational knowledge of the public service's role and context is crucial. Continued education and skill enhancement are essential for effective public service delivery. Work-integrated learning, especially experiential training, helps bridge the gap between higher education and the job market, allowing graduates to develop professional identities and contribute to the economy and governance effectively.
Experiential training links theory with practice, requiring collaboration among various stakeholders to provide a comprehensive learning experience. This approach revitalises curricula and skill development by enabling students to apply and reflect on their learning. By fostering intergenerational relations and sharing new ideas, experiential training can contribute to a revitalised public service and a culture of continuous improvement.
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