Petro Maziku – College of Business Education, Department of Business Administration, Mwanza, Tanzania

Robert G. Mashenene – College of Business Education, Department of Marketing, Dar es salaam, Tanzania

Email: lilianomendaoti@gmail.com

Abstract: Work-Integrated Learning (WIL) fundamentally is a pillar for improving employability among graduates. Nonetheless, evidence concerning engagement of employers in WIL in institutions under the Technical and Vocational Education and Training (TVET) in Tanzania is minimally established. The research closed the gap that existed by examining engagement of employers in WIL among institutions in Tanzania under TVET. A mixed method comprising quantitative surveys and qualitative interviews was adopted. Based on students’ enrolment status and graduate outputs, four institutions under TVET were chosen purposively. Descriptive statistics, Pearson correlation, and multiple linear regression were adopted for quantitative data analysis while thematic analysis was adopted for analysing qualitative data. The results disclose that levels of employers’ engagement, motivation and skills development at p < 0.05 were significant and positive in predicting employability of graduates. The research presents conclusion that engagement of employers in WIL programmes boost TVET employability of graduates. Formalizing and sustaining partnerships between institutions under TVET, policymakers, and employers through development of curricula, students’ review, funding, and training placements were recommended for strengthening quality of WIL and employability of graduates.

Abstract: Since 2010, competency-based curriculum (CBC) reforms have increasingly influenced education systems worldwide, prompting alignment of university pedagogy to competency-oriented learning to strengthen graduate skills and employability. However, evidence suggests persistent gaps between CBC intentions and university teaching practices. This study adopted a narrative literature review design, synthesising empirical, conceptual, and policy-oriented studies published between 2010 and 2025. Literature was drawn from major academic databases and analysed thematically using key pillars of competency-based education to examine pedagogical interpretation, alignment, and implementation gaps in higher education. The review shows that although CBC reforms have reshaped curriculum frameworks and policy discourse, university pedagogy remains largely lecture-centred and examination-oriented. Limited adoption of learner-centred approaches, weak facilitative teaching practices, and constrained interdisciplinary learning restrict the development of transferable skills such as critical thinking, communication, and adaptability. Pedagogical misalignment contributes to persistent gaps between graduate capabilities and employability expectations, particularly in Sub-Saharan Africa, where institutional and contextual constraints are pronounced. The evidence demonstrates that aligning competency-based curriculum reforms with university pedagogy is central to improving graduate skills and employability outcomes. Effective alignment requires coordinated reforms that integrate curriculum design, pedagogy, assessment, and institutional support, which this review synthesises as evidence-informed pedagogical and institutional strategies. Without deliberate pedagogical transformation at the university level, the potential of CBC reforms to enhance graduate skills and employability remains limited.

Peter Barasa – Alupe University

Ruth Otunga – Moi University

Email: charlesnyandusi@gmail.com/ barasap@gmail.com/ rotunga@gmail.com

Abstract: This paper presents and discusses the results of a study whose purpose was to answer the question: which degrees, institutions, and recruitment channels do service sector employers prefer when selecting university graduates for entry-level positions in Kenya. The study was premised on the notion prevalent in employability literature that recruitment is the filter through which employers screen the work-readiness of their potential employees. Service sector employers were targeted because the sector is the highest provider of employment opportunities to university graduates in Kenya. The study was conducted in Nairobi. The study employed a concurrent triangulation design under the mixed methods research paradigm. The results of the study reveal that most service sector employers will employ a graduate with a Bachelor’s degree without particular preference for any discipline. The study also revealed that most service sector employers have no particular preference for the university a job candidate studied in as long as the candidate is suitable for the job. Finally, the study revealed that the most commonly used recruitment channel among service sector employers is the advertisement-application-interview-recruitment process. Basing on these results, this paper recommends that; one, universities should design curricula that focus on holistic development of their students so as to produce well rounded graduates from whichever discipline; and two, universities should intentionally and purposefully engage with the world-of-work so as to bridge the gap between academia and industry requirements for each student since it is the individual student rather than the university whose profile matters more during recruitment.

Abstract: Kenya now has a growing number of private universities offering various degrees, including education. This suggests a large outflow of graduates into the highly competitive job market. In response, private universities have adopted the soft skills demanded by employers to give graduates an edge over other universities. Soft skills clearly increase employability in the labor market. The present study was conducted in four targeted Western private sponsored universities offering education program. Target population was education students and lectures. Concurrent mixed-methods research design was employed. Based on the findings and reviewed literature, a model of soft skills development was proposed for use. The study recommends that lecturers in Schools of education should use the model developed to develop soft skills among learners during teaching and learning process.

Abstract: Currently, Kenya is recording an increase in the number of private universities offering various bachelor’s degree programs including education. This suggests that there is a high number of education graduates released into a very competitive job market. In response, private universities adopted soft skills required by employers in order to provide graduates with an edge over their counterparts. Soft skills evidently offer better employability in the job market. The present study was conducted in four targeted Western Kenya private sponsored universities offering education program in Kenya. The target population of the study was education lecturers in school of education. Concurrent mixed-methods research design was employed. Data was acquired using closed ended questionnaire and analysis was done descriptively. Findings revealed that lecturers strongly agreed that they developed communicative skills and ethics and professionalism during teaching and learning activities. It was recommended that lecturers in schools of education in private universities continue emphasizing on implementation of soft skills among education students during teaching and learning process as this is vital to their employability.