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Through guidance from the South African government, it is noted that organisations (for example, private and public organisations), acts and policies are established for guiding organisational training. These may include the Basic Conditions of Employment Act, National Skills Development Framework, Umsobomvu Youth Development Programmes, etc. Respondents highlighted the contribution that is expected from higher education training institutions, including a University of Technology, in providing relevant learning.

 Respondent Code 4: “Communication can focus on training institutions to provide job opportunities to the students after completing their studies. This could be done by communicating with various organisations.”

 Respondent Code 5: “Communication can help in ensuring that higher education institutions communicate the limitation of training areas where certain skills are not a

demand, e.g. it is pointless to train excessive nurses if there are fewer employment opportunities in the nursing field.”

 Respondent Code 6: “Communication strategies should communicate about consolidating all the small colleges, get rid of flight by night by flight institutions and ensure that only institutions that comply are operating. This has already been done with technikons but more still need to be done.”

 Respondent Code 10: “Tertiary institutions must terminate all subjects that do not add value, that are not attracting employment.”

 Respondent Code 11: “A policy to be established and communicated for driving the organisation to run the internships as part of a compulsory Corporate Social Responsibility.”

 Respondent Code 13: “Universities and any other training institutions should provide training according to what the job market experts.”

 Respondent Code 21: “Government intervention is needed to draw policies that will oblige all the higher institutions to partner with organisations in order to provide job opportunities for students after completing their studies.”

 Respondent Code 22: “Training institutions should do a follow with the students to find if they got employed or not. This would help them to be aware if the training they are providing is relevant or not.”

 Respondent Code 23: “All training providers must find a way of partnering with organisations so that they provide skills that would help students obtaining jobs after studying.”

 Respondent Code 24: “Higher institutions should add value and give guarantee that student will get the job after studying.”

 Respondent Code 31: “All trainings provided at higher education institutions be skills and employment focused and be relevant.”

In interpreting the above answers, the researcher understands that high schools are accessing media and regard such media as the key point of entry for securing a place for higher education institutions, organisations that want to offer bursaries, organisations that want to offer internships, etc., to disseminate career information, hence, media agencies also have the opportunity to spread the message in schools regardless of the information already available. It is not necessary for the learners in schools to do the tours to faraway

places, such as SABC in Johannesburg, in order to obtain information about relevant careers.

6.9.10 Conclusion

In this part of the study, data analysis was done according to the objectives of the study. This began with the analysis of the answers for the demographic data flowed by the analysis of the answers for the objectives of the study. Data was distributed according to frequency to determine the frequency of answers, as well as through the Pearson Chi- Square to determine the significance difference between the variables. Since the respondents were offered a means of providing their own views on how media can be established, the analysis of their responses was done through a thematic analysis.

CHAPTER SEVEN - DISCUSSION OF RESULTS

7.1 Introduction

In this chapter, the results are discussed. Subsequently, these are presented according to the demographic responses followed by the responses according to the demands structured by the six research objectives. The results confirmed extent to which the research questions were answered. The results confirmed that while the respondents are furthering their studies, it is important that they obtain relevant skills. There is still a gap between the career choices of the respondents, and the skills demanded by the labour market. This is evident in the answers regarding the number of years the respondents have been looking for employment. It can be argued that the respondents study further because they want to obtain more skills, ones which would make them employable.

In Chapter 6, data analysis is presented according to the objectives of the study. Data was presented in the form of tables, indicating the frequency of the characteristics, percentages, and cumulative percentage. Since the 6th _{objective of the study required the respondents to}

provide their own comments about establishing a communication strategy for increasing graduate employment potential, these comments were coded in the form of thematic analysis.

This is followed by the discussions and interpretations of results, which are presented from the demographic answers, as well as the answers based on the six objectives of the study, as follows:

 identify factors contributing to graduate unemployment;

 clarify the role of media in addressing unemployment challenges;

 identify types of media that are used to disseminate information about factors contributing to graduate unemployment;

 confirm if unemployment is a challenge faced by the graduates at the university of technology;

 confirm a media that is relevant for disseminating information about unemployment factors; and

 establish a communication strategy for increasing graduate employment potential.

7.2 Demographic profile

Since the main aim of this study is to identify the factors contributing to graduate unemployment and confirm media platforms that are relevant and strategy to increase graduate employment potential, the results show that the demographic characteristics described in this study are also influential in the identification of factors that contribute to graduate unemployment. These confirm a media that is relevant and communication strategy to increase graduate employment potential.

The respondents were asked to indicate their personal details. This was important in order to determine whether personal details of the respondents had any influence over the identification of factors contributing to graduate unemployment, and confirm a media that is relevant and communication strategy to increase graduate employment potential. The demographic profile included gender, age, race, level of study and type of study.

It is important that the discussions regarding unemployment factors consider individual demographic characteristics in a relevant context. For example, there are certain working conditions that are not favourable to certain people, under certain conditions, for example, pregnant women working in heights. In some instances when certain jobs opportunities are advertised, the age is specified as a requirement. For example, this is more applicable in the advertisement of the internships.

7.2.1 Gender

Insofar as gender is concerned, the study established that more males answered to the study than did females. This came as a surprise, since one of the challenges facing the South African labour market, is that women fall within the range of exceptionally high

unemployment who want to work, and in particular, who are young, unskilled and inexperienced (Altbeker & Storme 2013:3).

7.2.2 Age

Also, with regard to age of respondents, the study was dominated by those who were between 23 and 28 years of age. This suggests that young people are keen in shaping their lives, and they have an understanding that education is the key to their success. In support of these results, Altbeker and Storme (2015) argue that younger graduate are also more likely to be unemployed than older graduate. Likewise, Statistics South Africa (2015) reports that the unemployment rate among youth is more than twice that of adults each year. Age is highlighted as the most significant factor by a few respondents. This could be qualified by the answers to Objective 1, namely that only 10% of the respondents are categorized as being over 33 years of age. These respondents could be regarded as adults, if compared to the majority who are between the age of 23 and 28 years.

Age distribution shows that young people are concentrated in this institution. The answers confirmed that black students are highly concentrated, particularly in the Faculty of the Humanities. These findings concur with the Statistics South Africa report that, unemployed black graduate are more than other nationalities (Statistics SA 2014:11). Age could be seen as a barrier preventing one from accessing employment opportunities, and as a result, could be linked to an individual performance. Dreyer’s (2006:3) view confirms that older workers bring to the work place qualities such as experience, judgement, reliability, strong work ethic and commitment to quality.

Unemployment has a greater impact on individual health. The health-related effects of unemployment result in to numerous factors, such as age, sex, duration of unemployment, previous illness, socio-economic status, education, personality, social support and individual coping resources (Weber, Hormann & Heipertz 2007:1). This is viewed from the perspective of the Maslow’s hierarchy of needs theory, which addresses basic human needs (Jordaan & Jordaan 1984:652), and makes clear that unemployment compromises these factors.

7.2.3 Race

Van der Berg and Van Broekhuizen (2012:3) highlighted perception that certain segments of graduate are really struggling to find jobs, particularly black students from historically disadvantaged (and often rural) universities and these are students who have majored in Arts and the Humanities, hence the need to determine the race of the population being studied. In terms of race, it is not surprizing that blacks are dominating because the University of Technology where the study was conducted is dominated by blacks. Again, blacks seems to be dominating in the humanities faculties.

7.2.4 Level of study

Studying at a postgraduate level may be informed by different reasons, amongst which unemployment might feature. Respondents were asked to indicate their level of study. The researcher wanted to establish whether, at their level of study, the respondents are affected by unemployment.

7.2.5 Type of study

The researcher is of the opinion that there is a possibility that post graduate students may study full time or part time due to various reasons. For example, their interest in studying further is driven by the inability to find employment after completing undergraduate studies, etc. It appears from the above table that although there is not much difference between the part time and full time respondents, the number of those that are studying full time is higher.