Bridging unemployment gaps through ICT Bootcamps: A reality or precarity to equitable learning?

Abstract

In recent years, there has been a paradigm shift to skills development in ICT due to the demand for low to middle-income jobs. We provide an in-depth guide to ICT bootcamps in this article for organizations in developing countries that are interested in participating in producing low to middle-level skills and reducing unemployment rates in previously disadvantaged communities, rather than relying solely on universities and technical vocational education centres. Using questionnaires, data was collected from a single case of an ICT bootcamp located in previously disadvantaged communities of the Cape Flats. The questionnaire was completed by 92 participants. Social cognitive career theory (SCCT) was used in this study to analyse the success of ICT bootcamps in the context of skill development. As a bootcamp, SLCA's success is dependent on the degree to which it provides an equitable learning environment that reflects equity, diversity, and inclusion. Making sure students' social, psychological, economic, and academic needs are met is a key recommendation for creating equitable learning environments. Our findings are based on the findings of a single case study. More case studies would strengthen our argument. Nonetheless, we believe our research has provided a solid foundation for future coding bootcamp literature.

Keywords

• ICT Bootcamps
• equity
• diversity
• inclusivity
• self-efficacy
• outcome expectations