Short Learning Programmes for Skills Development Beyond COVID-19


The COVID-19 pandemic set a New Normal (NN) and altered the modalities of performing different activities. Several activities came to a standstill, resulting in job loss and school closure. New dynamics in the labour market emerged, such as Working-From-Home (WFH), Virtual Meetings (VM), Social Distancing (SD), and Downsizing (DS). These dynamics altered employer-employee relationships, which espoused new skills. The strategy was to change policies to work from home and use Information Communication Technology (ICT). However, many people were not adequately skilled to face the new challenges. This paper aims to describe what short learning programmes (SLPs) are, why institutions offer them and examine why individuals participate in SLPs. The author uses the Capability Theory (CAT) and the Critical Reality Theory (CRT) to explain why SLPs are crucial to face employment challenges beyond COVID-19. The main findings are that SLPs are necessary for everyone to be re-schooled and attain new skills needed at a specific time. Hence, many institutions offer SLPs to various learners. The contribution of this paper is the advocacy of SLPs to increase individuals' employability. Hence, SLPs are depicted as a means for skills development beyond COVID-19.

Author Biography

Israel Kibirige, University of Limpopo, Sovenga, South Africa

Israel Kibirige is a full Professor and established researcher and is working as a Research Associate professor at the Department of Science, Mathematics, and Technology Education (DMSTE) at the University of Limpopo. His research interests range from Indigenous Knowledge to methods of teaching sciences and advocates for equal and quality education. Prof. Kibirige is a former Internal Research Chair in Quality Teaching and Learning (QTL). He is the author of publications in national and international peer-reviewed journals.


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How to Cite
Kibirige, I. (2022). Short Learning Programmes for Skills Development Beyond COVID-19. Changing Societies & Personalities, 6(3), 504–523. doi:10.15826/csp.2022.6.3.187