**15. Common vision**

In terms of the vision, three themes emerged from the discussions, namely that the identified youth had wanted to pursue specific job types, others wanted to become entrepreneurs of note, while others interestingly wanted to create career opportunities for others. Among the job types, five were prominent among all the groups, the first one being a teacher, irrespective of the level of the institution. These ranged from being a teacher at "*a day-care centre*", through to *the pre-school* to being *a head of the department of arts and culture*", and ultimately to being "*a circuit manager responsible for supervising over 20 schools*"*.* The second job type they aspired for was in the engineering discipline, namely being "*a qualified boiler maker*". The third job type was being "*an office manager*", the fourth was working as "*an artisan*", and the last one was "*being a pilot*".

Some youths were not satisfied with only doing a job for somebody else or an organisation of some sorts. They wanted to become entrepreneurs themselves and they identified the following as their ideal businesses, namely to *work as* "*a director of my company",* or as a *successful entrepreneur owning a successful supermarket"* and *"successful trader of forex*". Others within the same theme, wanted to "*open their (sic) private practice as counselling psychologists*". The last two aspirations fell on "*owning a farm plot with more branches around the country* "and "on owning a mechanical workshop".

The third and last theme was about creating opportunities for the development of others*.* This altruistic intent is usually expected among people who were affluent and/ or self-sufficient. However, these youth who were themselves struggling, saw their employment fulfilment being dependent on them,

*owning an orphanage, a day-care centre and starting a prep school at many places, or in creating and improving skills to help young upcoming future leaders in applying for universities colleges as well as in developing job opportunities around our area that contribute towards the success of small businesses in our provinces and beyond [31]".*

*Employability as Inclusive Entanglement in Relationalities: A Design in Sustainable Learning… DOI: http://dx.doi.org/10.5772/intechopen.114033*

They further indicated that they would be happy if they would be able to "o*pen a non-profit organization with free WIFI connectivity for the community and help the youth with mental issues and teach children practically about farming and how it works, for example planting seeds and knowing about the types of soil",* as well as acquire skills to "*implement a program of helping needy community members in all aspect*".

In all the above three themes these youths exhibited how they were socialised. Many of them had already chosen a career path in those job types they wanted to pursue. Some of their intended career paths were in the economic and management sciences which linked very logically with entrepreneurial pursuits. However, as Africans they were also socialised into the life-and-world-view of uBuntu that made one to be more empathetic to the plight of others who were less fortunate than one. This world view had sensitised them that their fulfilment would be achieved when 'others', were also happy. The African dictum that one's being, hence identity came to its fulness through the accomplishment of others', seemed to be dominant among these youth. In our view this was a very vivid way in which inclusive relational entanglements functioned and manifested themselves. This also seemed to be an appropriate point of entry towards the creation of sustainable learning environments for their employability.

All the abovementioned themes implied the corporeal bodily presence of all the youth identified in this study. Otherwise, it would not have been impossible for all the above intents to be expressed and operationalised [7]. These were made possible through the inclusive relational entanglements of their human physical, physiological, psychological, and socio-cultural dimensions at the micro-, meso-, exo- and macro-levels in concert. These entanglements were not limited only within the individual, but they encompassed others that were human, animate, and inanimate non-humans as well as the more-than-humans in the environment and beyond. For example, to be able to think about pursuing any specific job type, or wanting to become an entrepreneur, or even intending to create career opportunities for others are not inborn, inherent and essentialist characteristics of any human being. One learns about these from others in the environment [15]. The environment contains objects which these youth access through their senses of perception. Then they become interiorized into their self-self-systems through the processes of assimilation and accommodation that converts them into schema, and ultimately concepts and ideas that facilitate one's thinking and imagining. One's identity thus is an accumulation of these fears, experiences and aspirations gathered from the contexts and the environments. The youth are thus a reflection of their contexts. Their unemployment is a function thereof. They are entangled in all these relationalities that include them. To aspire to be a teacher or an entrepreneur is a learned trait. It is also the same environment that frustrates or facilitates the materialisation of such. This environment is the point of entry if change and transformation towards employment are the goals.

### **16. Strengths, weaknesses, opportunities and threats: SWOT—analysis**

The ideas discussed above dove-tailed logically with the aim of this project, hence this study, which is to attempt to tackle the vexed problem of the unemployment of youth in the Siyabuswa and Nkomasi municipalities. In this way, we could be contributing to the resolution of the national problem, which is also global. The co-researchers in their groups at the two respective sites continued with the SWOT-analysis based on the above discussed vision. Below we present ideas collated from all these inputs as captured by the respective scribes and confirmed by us all.

As strengths the co-researchers identified four themes. The first theme related to the qualifications that they held which they argued, placed them at the relatively appropriate levels to achieve their intended vision as discussed. The lowest qualification they held was a Matric or a Grade 12 school leaving certificate. Above this threshold, they had the national diplomas, certificates, and qualifications from short learning programmes. Secondly, they identified the theme of relevant work experience and relevant skills which they had in "*starting a supermarket, trading, reading, writing and listening, good leadership and computer literacy".* They also indicated that they had "*a great passion for work*", that enabled them to.

*be responsible, good communicators, emotionally intelligent and motivated team players, patient in helping others including slow learners and children with disabilities, hard workers under pressure, energetic, punctual, self-confident change agents that support their communities [31].*

Above everything else, they indicated that some of them owned some arable land in their rural environments.

Despite all these strengths they said that they were not able to achieve their stated visions. Firstly, they thought that this was due to some *weaknesses in themselves where they* lacked *information about fulfilling projects and programmes and were thus unable to know what to do or where to acquire relevant skills, like, to register with the Health Profession Council of South Africa".* They furthermore "*felt inadequate"* in many respects because *of.*

*"their low self-esteem hence shyness, impatience, substance abuse, anxiety when faced with big tasks, problems of time management, lack of planning skills and motivation, as well as being too critical about one's competencies".*

Secondly, they also saw themselves as "*inadequately educated without the requisite and competitive experience and qualifications.* Thirdly, they had a lot to say about "*the system and others"* who thwarted "*their dreams and the realisation of their goals"*. For example, they argued that the "*system did not provide them with funding to further their studies nor travel money to go to places where there were job opportunities"*. This they attributed to "*nepotism, favouritism, corruption and bribery*" in the system that "*only supported those with influential networks".* They pointed fingers at the poverty of their rural contexts, with scarcity of opportunities because of *lack of support from the community* coupled with *poor infrastructure and service delivery.* Other reasons resulting in their unemployment, they identified as *poor weather conditions that affected commercial farming hence limited job opportunities in this sector.* According to them the system also allowed elderly employees to continue working beyond their retirement age.

However, the co-researchers were able to identify opportunities for themselves to be employed as some of them considered themselves to be "sufficiently *qualified to work as primary school teachers"*. Others, given their assumed adequate qualifications, saw opportunities in other "*employment sectors*" such as being "*administrative officers in the ministry of education, lecturers in colleges and universities as well as assistants in hospital administration and research organisations"*. The only threat that they all could anticipate "*absence of vacancies"*.

*Employability as Inclusive Entanglement in Relationalities: A Design in Sustainable Learning… DOI: http://dx.doi.org/10.5772/intechopen.114033*
