From Policy to Practice: Challenges in Implementing Employment-Oriented Curricula in Limpopo’s Community Learning Centres

South Africa’s persistent youth unemployment crisis highlights the ongoing challenges in achieving the objectives of the Department of Higher Education and Training’s (DHET) policy framework for Community Education and Training Colleges (CETCs), which positions Community Learning Centres (CLCs) as key vehicles for skills development, youth empowerment, and socio-economic inclusion to take place. By aligning with Sustainable Development Goals (SDG 4: Quality Education and SDG 8: Decent Work and Economic Growth), this study investigates the challenges that hinder the implementation of employment-oriented curricula in CLCs in the province of Limpopo. Guided by Human Capital Theory (HCT), the study employs a qualitative phenomenological design within the interpretivism paradigm. The data were collected through semi-structured interviews with ten former CLC students (aged 26–35), five lecturers, five centre managers, and the CETC principal. This was further complemented by document analysis and observation. Thematic data analysis, following Braun and Clarke, was used. Findings revealed structural constraints on curriculum implementation, including inadequate funding, limited infrastructure, a shortage of skilled lecturers, policy implementation disconnect, weak institutional oversight and irregular attendance reinforcing implementation challenges, erosion of institutional legitimacy and stakeholder confidence. These factors undermine the capacity of CLCs to contribute meaningfully to youth empowerment and inclusive economic participation. The research enhances the existing literature by providing empirical data on the implementation of employment-oriented curricula across all five districts of Limpopo, including perspectives from former CLC students, lecturers, centre managers, and CETC leadership. It aims to understand how institutional and implementation constraints affect the conversion of employment-oriented curricular policy into skills development, employability, and youth empowerment within the CLC framework. It also extends HCT by showing how institutional constraints shape skills development, youth empowerment, and employability. The study recommends the strengthening of vocational provisioning, enhancing resource allocation, and fostering multi-stakeholder collaboration to align CLCs with national development priorities and global sustainability agendas for youth empowerment and employability.