Work

School-to-work transition research in South Africa: A systematic literature review (1980–2025)

Year: 2026

Type: review

Abstract: Background: South Africa continues to experience persistently high unemployment, which constrains graduates’ successful integration into the labour market. Objectives: This article systematically reviews school-to-work transition research in South Africa to identify dominant trends, thematic focus areas and key lessons emerging from the literature. Methods: A systematic literature review of studies published between 1980 and 2025 was conducted using two leading databases (Scientific Electronic Library Online South Africa [SciELO SA] and Sabinet African Journals). The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) technique guided the study selection process, while thematic analysis was used to synthesise the findings. Results: Five key themes emerged. Firstly, there is strong consensus regarding an employability skills gap between graduates and labour market expectations. Secondly, higher education institutions dominate transition research, with limited attention to alternative pathways. Thirdly, individual psychological and career-related attributes influence transition outcomes. Fourthly, transition experiences vary across institutional, disciplinary and socioeconomic contexts. Finally, interventions such as coaching, work-integrated learning and career guidance are consistently identified as valuable for improving transition readiness. Conclusion: The findings highlight the need to address structural misalignments between education systems and labour market demands in South Africa. Contribution: This study provides one of the first comprehensive systematic reviews of school-to-work transition research in South Africa and calls for a more coordinated, multi-stakeholder approach to strengthening graduate transition outcomes.

Source: African Journal of Career Development

DOI: 10.4102/ajcd.v8i1.210

Authors: Willie Chinyamurindi, Angela Pike-Bowles, Zikhona Dlaza, Juliet Townes

Institution: University of Fort Hare

Language: English

Topic: Higher Education and Employability

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Decent work and economic growth, Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $732