Analysis of employability skills gaps among Bachelor of Arts social studies education students at the University of Education, Winneba

Abstract

The possibility of securing job is clouded with graduates’ inability to possess certain transferable skills, desirable values, attitudes and consciousness of the use of time and resources. This phenomenon is worsened by their uncertainties between their career aspirations and work requirements without considering their weaknesses in self-management, critical thinking, initiative, self-confidence, problem-solving, communication, leadership, creativity, interpersonal skills, and unrelated job educational programmes. As a result, this study focused on assessing the acquisition of employability skills among Social Studies teacher-trainees at the University of Education, Winneba, guided by human capital theory. Employing embedded mixed methodology design, all seventy-one (71) Level 300 students who opted to study the Work and Occupation in the 2022/2023 academic year were sampled for the study. Census sampling techniques was used for the quantitative phase whiles opt-in sampling techniques was adapted for the qualitative phase. A closed-ended questionnaire was used to assess all 71 respondents’ possession of key abilities while a focus group discussion (FGD) guide was used to provide depth and clarification on participants’ possession of the key skills. Data gathered through the questionnaire were analysed using descriptive statistics whereas the FGD data were analysed using thematic analysis. The findings from the study revealed that respondents possessed some level of employable skills and qualities. However, there is a need to further develop key employability qualities such as positive attitude, communication, teamwork, self-management, willingness to learn, problem-solving, decision-making, and resilience among respondents to fully propel them for the competitive labour market. This study, therefore, concluded by recommending a shift towards learner-centred techniques, constructivist learning approaches, and authentic assessment methods to create a more conducive learning environment for learners to develop essential employability skills.