Migrants’ self-perception of technical skills and occupational realities:

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2022-03-14 DOI:10.3384/rela.2000-7426.3385

Jerald Hondonga

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引用次数: 0

Abstract

The level of technical skills affects the integration of migrants into the host country’s labour market. This study investigated the relationship between Zimbabwean school-leaver migrants’ self-perception of technical skills and occupational realities. A mixed-method research design was used in this study and systematic sampling was used to select respondents for the study. Questionnaires were administered on 60 respondents to collect quantitative data whilst 19 respondents provided qualitative data using semi-structured interviews. Findings suggested that most low-skilled migrants from Zimbabwe faced several challenges including failure to secure formal employment, obtain work and residence permits because of their low-level technical skills and qualifications. This challenge further affects migrants’ social integration and economic status in the host country. Findings also revealed that there are no strategies to provide skills to migrant labour to assist them to join the mainstream labour market and reduce their life challenges in Botswana.

查看原文本刊更多论文

移民对技术技能和职业现状的自我认知:

技术技能水平影响移民融入东道国劳动力市场。本研究调查了津巴布韦离校移民对技术技能的自我认知与职业现实之间的关系。本研究采用混合方法研究设计，并采用系统抽样法选择受访者进行研究。对60名受访者进行了问卷调查，以收集定量数据，而19名受访者则通过半结构化访谈提供了定性数据。调查结果表明，大多数来自津巴布韦的低技能移民面临着一些挑战，包括由于技术技能和资格水平低而无法获得正式就业、获得工作和居留许可。这一挑战进一步影响了移民在东道国的社会融合和经济地位。调查结果还显示，在博茨瓦纳，没有向移民劳工提供技能以帮助他们加入主流劳动力市场并减少生活挑战的战略。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).