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A critical action learning approach to developing the capabilities of NEET youth in South Africa.

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Titel: A critical action learning approach to developing the capabilities of NEET youth in South Africa.
Autoren: Nxumalo, Nosipho1 nosipho.nxumalo@nwu.ac.za, Wood, Lesley1
Quelle: Action Learning: Research & Practice. Nov2025, Vol. 22 Issue 3, p319-333. 15p.
Schlagwörter: *SOCIAL networks, ACTIVE learning, YOUTHS' attitudes, SELF-confidence
Geografische Kategorien: SOUTH Africa
Abstract: South Africa faces a severe youth unemployment crisis, particularly among those aged 16-25, with NEET (not in education, employment, or training) youth at high risk of mental health challenges and social exclusion. Despite their lack of formal qualifications, these young people possess personal assets that can foster resilience. This study explores how critical action learning (CAL) can help NEET youth develop their collective capability by engaging them in after-school programmes (ASP), which not only benefit adolescents, but also enhance the self-confidence, agency, and social networks of NEET youth themselves. Using participatory action learning and action research (PALAR) with arts-based methods, the study engaged 14 young women in two cycles: first, to reflect on barriers and personal assets, and second, to design and implement after school programmes (ASP). The findings show that participation in an action learning group (ALG) fostered trust, emotional openness, and self-belief, demonstrating the potential of CAL in empowering marginalised youth. [ABSTRACT FROM AUTHOR]
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Datenbank: Business Source Index
Beschreibung
Abstract:South Africa faces a severe youth unemployment crisis, particularly among those aged 16-25, with NEET (not in education, employment, or training) youth at high risk of mental health challenges and social exclusion. Despite their lack of formal qualifications, these young people possess personal assets that can foster resilience. This study explores how critical action learning (CAL) can help NEET youth develop their collective capability by engaging them in after-school programmes (ASP), which not only benefit adolescents, but also enhance the self-confidence, agency, and social networks of NEET youth themselves. Using participatory action learning and action research (PALAR) with arts-based methods, the study engaged 14 young women in two cycles: first, to reflect on barriers and personal assets, and second, to design and implement after school programmes (ASP). The findings show that participation in an action learning group (ALG) fostered trust, emotional openness, and self-belief, demonstrating the potential of CAL in empowering marginalised youth. [ABSTRACT FROM AUTHOR]
ISSN:14767333
DOI:10.1080/14767333.2025.2563844