The Best Curriculum Practices for Development of Employability Skills: Experience from Tanzania

Abstract

Tanzania faces a significant challenge of skills mismatch, despite various initiatives to improve employability among graduates of various educational levels. Therefore, there was the need to analyse the best curriculum practices for improving employability skills among graduates of various education levels in Tanzania. The study analysed the best curriculum practices for improving the employability skills of graduates at various educational levels in Tanzania. The Framework for Employability formed the theoretical framework of the study. A mixed methods approach with a convergent design was used in the study where quantitative and qualitative data were collected from 243 respondents purposively and randomly selected. The data were statistically and thematically analysed. The study indicated that incorporating career development services, work-integrated learning, entrepreneurship education, technological pedagogy, and authentic assessment into the curriculum can significantly improve graduates' employability skills.  It was also found that the practices offer practical experience, develop transferable skills, and enhance problem-solving skills. Technological pedagogy, entrepreneurial education, and authentic assessment are the best curriculum practices for improving graduates' employability. It was recommended that entrepreneurship education, technological pedagogy, and reflective assessment practices be actively promoted to enhance employability skills among graduates