Title: Considerations for higher education to enhance economic security and sustainability in South Africa and beyond

Authors: Oncemore Mbeve; Samantha Mhlanga; Snenhlanhla Nonkuleko Ngidi; Lindile Nontobeko Ngwenya; Gift Khumalo; Matamela Makongoza; Selina Pendehama; Hlologelo Malatji

Addresses: African Centre for Migration and Society (ACMS), University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' Centre for Health Policy, Faculty of Health Sciences, University of Witwatersrand (Wits), Johannesburg, Parktown, 2193, South Africa ' School of Human and Community Development, Department of Social Work, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' Africa Centre for Migration and Society, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' School of Human and Community Development, Speech Pathology and Audiology Department, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' Psychology Department, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' Campus Housing and Residence Life, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa ' School of Human and Community Development, Department of Social Work, University of the Witwatersrand, P.O. Box 76, Johannesburg, 2050, South Africa

Abstract: Higher education (HE) must equip youth with skills for economic development, security and sustainability, which is central in the SDGs' 2030 Agenda. South Africa (SA) intends to partly achieve Agenda 2030 through its National Development Plan, by improving youth's access to HE. However, SA's HE subtly trains employable graduates, yet the country suffers ascending unemployment. This defeats SA's intentions. Using vygotsky's zone of proximal development, this paper aimed to understand students' discourse on HE, because this is central to the ways they acquire and use HE knowledge, for sustainable economic security. Thematic data analysis was used on findings from three first-year focus group discussions. Most students viewed education as supposed to be passively passed to them. This discourages life-long learning and potential innovations to contribute towards economic security and sustainability. HE institutions must promote self-reliance in student learning to encourage their contribution towards bettering their communities' economic status.

Keywords: economic sustainability; higher education; HE; Southern Africa region; sustainable development; tutor; first-year student.

DOI: 10.1504/IJHES.2023.137490

International Journal of Higher Education and Sustainability, 2023 Vol.4 No.3/4, pp.153 - 176

Received: 14 Nov 2022
Accepted: 23 Jan 2023
Published online: 21 Mar 2024 *

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