Enhancement of employability skills in pre-service teacher training programmes in teacher training institutions in Uganda: a case of Kyambogo University

Abstract

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.