“Graduated: What’s Next?” – Moneyweb

Put in the effort, earn your degree, and confidently step into a stable, lucrative position. This has traditionally been seen as the pathway to a secure livelihood, following neat and predictable stages. However, this notion increasingly diverges from reality. Job security can no longer be taken for granted post-gradation.

Accurate and current data on graduate unemployment in Africa is scarce. A study by the British Council in 2014 estimated that nearly one in four Nigerian graduates (23.1%) were without jobs. In Kenya, it was reported that graduates took an average of five years to land their first position. In South Africa, graduate unemployment was only 5.8% in 2008, but by 2023, it had surged to 11.8%. Specifically for young graduates aged 20–29—who are typically entering the job market—the unemployment rate was even more alarming: nearly one in three (30.3%) were jobless in 2023.

These statistics indicate a significant crisis. The disconnect between the number of graduates and available opportunities underscores the need to explore diverse avenues for earning a living.

So, how do graduates secure their livelihoods? We recently completed a study tracking over 500 African graduates from 21 universities (nine in African countries and twelve elsewhere) over a five-year period to find some answers.

The results revealed that graduates are creating livelihoods from multiple streams rather than following a linear career path. Their journeys are intricate. Only 16% of our sample transitioned seamlessly from tertiary education into stable employment throughout the study period.

With this knowledge, universities can equip graduates with the skills and resources necessary for real-world success.

Graduates are creating income portfolios

The study illustrated that African graduates are adept at establishing multiple income sources. From their feedback, we identified several trends.

First, they engage in multiple pursuits. Nearly half of the respondents reported involvement in various activities—ranging from salaried work to side businesses or further studies. A Ugandan graduate shared how he balanced paid work, family farming efforts, and ongoing education.

Second, education itself becomes a source of income. Scholarships, advanced degrees, and research positions offered both financial support and stability. Some utilized underemployment—jobs that don’t match their qualifications or ambitions—as platforms for gaining experience while awaiting better opportunities.

Third, entrepreneurship or self-employment plays a role. While a small minority depended solely on their businesses, about 20% supplemented their income through entrepreneurial activities. Some sold products, others initiated NGOs or social enterprises, viewing entrepreneurship as a safeguard in an unpredictable labor market.

This phenomenon transcends necessity. Graduates are often driven by opportunity, personal passion projects, and the desire to create alongside family. This counters the prevalent belief that entrepreneurship in Africa is solely a result of desperation. In truth, necessity and opportunity coexist, both contributing to how graduates earn a living.

Moving beyond ‘waiting’ for opportunities

The pathways shared by graduates defy the conventional narrative of being “stuck” or “unemployed.” Instead, they embody movement, improvisation, and constant reinvention.

Even in underemployment, graduates often view their roles as dignified and as stepping stones. They invest in their futures by honing their skills and expanding their networks.

This sense of agency—the ability to navigate uncertainty and envision alternative futures—serves as a vital resource. It enables young Africans to derive dignity and purpose in environments with limited institutional backing and job prospects.

What universities can do differently to prepare graduates

These insights prompt challenging questions for universities. If the transition from education to employment is so complex, how should higher education adapt to prepare graduates? Our research suggests several pathways:

Firstly, universities need to move away from outdated notions like “employability.” Degrees are not guaranteed tickets to stable jobs. Education should equip students for diversified and nonlinear careers, encompassing not only technical skills but also resilience, adaptability, and entrepreneurial thinking.

Entrepreneurship education could be a key starting point. Offering courses in business planning, financial literacy, and networking can aid those graduates looking to launch or sustain ventures.

However, skills alone are insufficient. Without supportive ecosystems such as incubators, access to funding, and mentorship, many small startups falter. Universities could serve as integral hubs, connecting students and graduates with government initiatives, private sector opportunities, and alumni support. Collaborations with governmental frameworks—including South Africa’s National Youth Development Agency that finances business initiatives—are essential.

Moreover, career services must evolve. Instead of narrowly concentrating on job placement, universities should facilitate exploration of diverse career paths, help build social capital, and provide resources for income diversification. Practical aids like co-working spaces, short courses, or “micro-credentials” that allow quick skill acquisition, along with seed funding, could offer graduates a significant advantage.

Lastly, alumni networks represent a powerful yet underutilized resource. Highlighting successful graduates who have diversified their income can inspire others and help shift the prevailing narrative.

Education should no longer be seen merely as a pathway to wage employment but as a foundation for developing flexible, multi-faceted livelihoods.

A new narrative of graduate life

The population of young people in Africa is continuing to grow, and the labor market is unlikely to swiftly adapt to meet this demand. While this reality can seem intimidating, the narratives of young graduates highlight resilience, innovation, and determination. They are not simply passively “waiting” for jobs—they are actively crafting their futures, often against significant odds.

Universities and other tertiary institutions must adapt to this new landscape. By supporting entrepreneurship, nurturing networks, and acknowledging the realities of non-linear career transitions, they can empower graduates to navigate uncertainty with assurance.

The future of work in Africa will be characterized not by smooth transitions but by complex interconnections. Recognizing and fostering these connections may become one of the foremost responsibilities of higher education in the years to come.

Andrea Juan, Chief Research Specialist, Human Sciences Research Council and Adam Cooper, Chief Research Specialist, Human Sciences Research Council

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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