Higher education and employability in Tanzania: Students' account

Kibona, Bertha

doi:10.1002/jid.3820

Cited by 2 publications

(1 citation statement)

References 44 publications

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“…All these issues ought to addressed and situated within the relevant socioeconomic and historical circumstances of participating schools (Kibona & Woldegiorgis, 2023). It is necessary to reflect thoroughly on the historical trajectory of education on the continent itself, in order to comprehend the of African universities, their responsibilities in African cultures and their location within the global knowledge system (Kibona, 2023). As Woldegiorgis asserts (2022:1841):…”

Section: Discussionmentioning

confidence: 99%

South African Legal Framework to Prepare Pre-Service Teacher Education Programmes: A Freirean Approach

Langeveldt,

Pietersen,

Van Wyk

2023

REPAM

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The education sector in South Africa is governed by a complex legal framework that outlines guidelines, policies and standards for pre-service teacher education programmes. In order to prepare pre-service teachers for the classroom, universities must navigate this legal framework and ensure that their programmes comply with the requirements set forth by various regulatory bodies. However, the authors argue that these requirements are not enough to prepare student teachers for the classroom. Rather, by using Paulo Freire’s critical pedagogy as a theoretical lens, they argue that student teachers should be conscientized to become agents of change in the classroom and promote social justice, while adhering to legal guidelines in their teacher training. Furthermore, education spaces need to consider the context of schools and higher education institutions, student society, teaching and scientific endeavours, educational administration, pedagogical imageology and intercultural education to address these standardisation challenges. Through a desktop analysis, this article provides an overview of the legal framework for integrating learning into pre-service teacher education programmes in South Africa. The study asks: what are the legal requirements and guidelines that universities must follow to prepare pre-service teachers for the classroom in South Africa? To answer this question, the authors conducted a literature review of relevant legal frameworks and guidelines, including legal documentations, case law, academic literature and publications from professional organisations. The research methodology primarily consisted of a search for literature using specific search terms and databases. The article provides recommendations for how universities can effectively navigate the legal framework in training pre-service teachers, drawing on key findings from the literature review. These include the need for universities to ensure that their teacher education programmes are socially just.

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Section: Discussionmentioning

confidence: 99%

South African Legal Framework to Prepare Pre-Service Teacher Education Programmes: A Freirean Approach

Langeveldt,

Pietersen,

Van Wyk

2023

REPAM

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The role of soft skills, technical skills and academic performance on graduate employability

Mwita,

Mwilongo,

Mwamboma

2024

IJRBS

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This study examined the role of soft skills, technical skills and academic performance on graduate employability. The study was underpinned by the Human Capital Theory. By using a positivist quantitative approach data were collected from one higher education institution in Tanzania. The study used a sample of 217 final year students who filled a standard questionnaire. Data analysis employed descriptive and inferential statistics. The study found that soft skills (r=.644, p<.05), technical skills (r=.593, p<.05) and academic performance (r=.376, p<.05) individually predict perceived graduate employability. As per the findings, students with better soft and technical skills have a higher chance of getting employed. On the other hand, students with higher academic performance as measured by grade point average (GPA) are more employable than those with lower performance. Controlling these three independent variables depends on efforts of various stakeholders. This research calls for collective efforts of educators, policy makers, students, regulatory authorities and other stakeholders to work in ensuring that right and relevant skills are provided in HEIs and there is a supportive environment for students to perform better academically.

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Higher education and employability in Tanzania: Students' account

Cited by 2 publications

References 44 publications

South African Legal Framework to Prepare Pre-Service Teacher Education Programmes: A Freirean Approach

South African Legal Framework to Prepare Pre-Service Teacher Education Programmes: A Freirean Approach

The role of soft skills, technical skills and academic performance on graduate employability

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