Browsing by Author "Kakooza, Abdulaziz"

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Employers' desired employability skills in pre-service teacher graduates: a case study of Kyambogo University, Uganda
(Journal of Research Innovation and Implications in Education, 2025) Kakooza, Abdulaziz; Kaahwa, Maria Goretti; Owino, Philip
The study explored the key employability skills sought by employers of graduate teachers in Uganda, examining how these competencies can be integrated more effectively into pre-service teacher training programs. Guided by an interpretivist philosophical orientation, this qualitative single-case study was conducted at Kyambogo University. Purposive sampling included 2 heads of department, 8 lecturers, 22 final-year pre-service teacher trainees, and 8 head teachers from both public and private secondary schools. Data collection encompassed key informant interviews and focus group discussions. Thematic analysis was used to derive key themes. Trustworthiness was reinforced through peer debriefing, triangulation, and member checking. Findings revealed that employers consistently emphasized a set of ten core employability skills communication, collaboration, critical thinking, creativity, leadership, emotional intelligence, adaptability, problem-solving, time management, and self-sufficiency. These competencies were deemed vital for newly hired teachers to manage dynamic classroom environments, innovate within resource constraints, and contribute effectively to school communities. The study recommended that pre-service teacher training programmes should systematically embed these employability skills and assess them through practical experiences and mentorship. Stakeholders, including policymakers and educational leaders, must also offer institutional support such as professional development and structured collaborative opportunities to foster ongoing skill enhancement.
Enhancement of employability skills in pre-service teacher training programmes in teacher training institutions in Uganda: a case of Kyambogo University
(Kyambogo University (Unpublised work), 2025-11) Kakooza, Abdulaziz
This study explored the enhancement of employability skills in pre-service teacher training programmes in Uganda, using Kyambogo University as a case study. Grounded in Human Capital Theory, the research was motivated by the growing concerns that graduates of pre-service teacher education programmes, while often proficient in pedagogical and subject content knowledge, often lack the employability skills needed for a dynamic and competitive labour market. The study sought to identify the employability skills valued by employers of graduate teachers, assess the extent to which these skills are incorporated in pre-service training, and propose strategies for their enhancement. Hinged on an interpretivist paradigm, a qualitative case study design was employed. Data was collected through key informant interviews with lecturers, department heads, and employers; focus group discussions with final-year pre-service teacher trainees; and documentary analysis of curriculum materials. Purposive sampling yielded a total of 38 participants. Thematic analysis was conducted using an inductive approach. Findings revealed that employers prioritise employability skills such as communication, collaboration, critical thinking, creativity, leadership, problem-solving, adaptability, time management, emotional intelligence, and self-sufficiency. However, these skills are not explicitly and systematically addressed within the current curriculum. Their development is often incidental, varying across course units and largely dependent on individual lecturers. Challenges such as overcrowded classrooms, limited faculty capacity, inconsistent assessment practices, and inadequate institutional support further constrain the enhancement of employability skills. The study recommends a comprehensive strategy to enhance employability skills in pre-service teacher training programmes. This includes curriculum reform to explicitly embed these skills across learning outcomes, instructional methods, and assessments; fostering institutional linkages with secondary school employers; building lecturer capacity; implementing holistic assessment frameworks; and establishing supportive policy and administrative structures. These measures are vital for equipping graduate teachers with the competencies to thrive in evolving educational and workplace contexts.