Abstract
South Africa, like many sub-Saharan countries, continues to face the lasting effects of colonialism brought about by unequal access to education. This has contributed to a persistent skills shortage in the labour market and high unemployment rates among historically disadvantaged groups. In the post-apartheid era, the government introduced several pieces of legislation to promote equal access to education and skills development as a strategy to improve youth employability and reduce poverty. Among these efforts, learnership programmes were launched to provide unemployed youth with the education and practical skills required by the labour market. Despite these initiatives, youth unemployment remains critically high. This study explores the underlying reasons for this ongoing challenge. It focuses on the power dynamics involved in the implementation of learnership programmes. Since these programmes are intended to broaden access to education and skills development, the study also examines the extent to which access is truly equitable and what monitoring and evaluation mechanisms are in place to ensure the programmes meet their intended objectives. The findings of this study reveal that participants regard learnerships as a vital opportunity for enhancing employability and alleviating poverty. However, the data also highlight critical issues of intersectionality that are often overlooked. The programme carries a one-size-fits-all approach. Notably, the benefits of these programmes appear to favour individuals who already hold degrees or diplomas prior to enrolling on learnership programmes, raising concerns about equitable access and impact. These findings unpack how the employers benefit more from the programme than the intended unemployed youth. Furthermore, the study identifies significant gaps in the monitoring and evaluation mechanisms currently in place. These systems fall short in thoroughly assessing the programme’s outcomes against its intended objectives, thereby limiting its potential for transformative change. The study highlights the need for participatory and learner-centred approaches in programme design and implementation. Recommendations, therefore, include enhanced access to transparent information, robust monitoring and evaluation systems, and a shift towards empowering learners as active agents in their professional trajectories.