The first, a lack of preparedness by graduates to the expectations of the labour market system.
Second, a lack of relevance in terms of key subject offerings as part of tertiary enrolment. Included here is the lack of entrepreneurial training.
Where this training is provided, students complain of the obsession with theory — making students become experts at listing the steps of starting a business with little or no knowledge of the practical side of this.
So what can be done?
The youth of today at best can draw inspiration from the youth of 1976 to find meaning and expression of writing their own narrative.
The first work to be done appears more psychological than operational.
This is a work of affirming our youths as unique, distinct and important players in solving the obstinate challenges we have,while they are able to borrow from the lesson book of history using the class of 1976 as a launch pad to their own greatness.
Second is the work of advocacy through more streamlining and rigorous monitoring and evaluation of interventions aimed at helping the youth.
This includes calling to account through a multilayered stakeholder vigilance of the work of agencies, spheres of government and representative bodies claiming to be in it for the youth.
Key to this is the continued synergy between the private sector and government.
This work cannot be done alone.
Efforts of skills-building and entrepreneurial development, especially at grass roots level, call for such collaboration.
This is the experience of one of my former students, partnering as a supplier to a private company and in turn receiving much needed entrepreneurial experience.
Globally, there is also acknowledgment of the importance of private sector involvement and collaboration for realised success.
There is also the need for a total overhaul of the education system, bearing in mind contextual challenges.
The creation and activities of the Entrepreneurship Development in Higher Education platform and recent calls for our universities to become entrepreneurial hubs is a step in the right direction.
This is something that should be extended to the TVET sector and even at the Basic Education level.
We do not need another June 16, 1976, event to remind us what the youth can do!