Vastness of Higher Education Development Programme on Enhancing Quality and Sustainable Service Delivery by University Graduates in the Northern Zone Tanzania (Published)
Quality, resilience, commitment and sustainable delivery of services has increasingly being a demand for every community in the world. The 21st century has identified the kind of skills that need to be embraced by every individual for one to deliver quality, sustainable and descent work. In response, Tanzania launched the Higher education Development Programme (HEDP) to ensure the attainment of this fundamental objective. This study therefore investigated the vastness of HEDP on enabling quality and sustainable service delivery among university graduates. The study tested two hypotheses. The CIP1P2I evaluation model guide this study. The study employed Convergent design under mixed research approach. The target population for this evaluation study was 18,601 respondents selected from eight (8) Universities in the Northern Zone Tanzania. The target population comprised of 5,118 final year bachelor degree students, 483 lecturers, 8 DVC-academics, 12,292 alumni and 100 employers. The sample was 697 which comprised of 511 final year Bachelor degree students; 48 lecturers; 4 DVC academics; 124 alumni and 10 employers. The sampling techniques included stratified random, purposive sampling techniques and automatic inclusion. Data was collected by using questionnaires, indepth interview guides and document analysis guides. Quantitative data was analyzed by using descriptive statistics where frequencies, percentages, and means were determined. Qualitative data was analyzed through transcription of the texts, generate themes, interpreting, discussion and making conclusions. The study found that, most alumni couldn’t deliver quality and sustainable service as needed by their community. The study concluded that, HEDP has not adequately brought about tangible implications on the quality and sustainability of graduates and thus quality of higher education system is questionable. It was recommended that, universities should reform curriculums that emphasize on acquisition of soft-skills that may enable graduates deliver quality and sustainable services rather than traditional emphasis on academic achievement.
Citation: Mbua F.M., Salema V., & Mandila T. (2022) Vastness of Higher Education Development Programme on Enhancing Quality and Sustainable Service Delivery by University Graduates in the Northern Zone Tanzania, British Journal of Education, Vol.10, Issue 14, 30-54
Extensiveness of Higher Education Development Programme on Enabling Institutional Linkage to Ensure Quality University Graduates in the Northern Zone Tanzania (Published)
Institutional linkages has been a demand for all universities in the world. Higher Education Development Programme (HEDP) was meant to cater for this fundamental purpose. This study therefore aimed at finding out the extensiveness of HEDP on enabling institutional linkages of universities in the Northern Zone Tanzania. The study was anchored to the Value-Added-Theory. Convergent design under the mixed research paradigm lead the study. The target population for the study was 18,601 respondents from eight (8) Universities in the Northern Zone of Tanzania. This comprised of 5,118 final year bachelor degree students, 483 lecturers, 8 DVC-academics, 12,292 alumni and 100 employers. The study sample comprised of 697 respondents from which 511 were final year bachelor degree students, 48 lecturers, 4 DVC academics, 124 alumni and 10 employers. Sampling techniques included stratified random, purposive and automatic inclusion. Data collected through questionnaires, indepth interview guides and document analysis guides. Validity of quantitative data collection instruments was ensured through content and face validity while for qualitative was ensured through explanation of the purpose of study and ensuring equal time for each interview. Internal consistency of Likert type items was estimated through Cronbach Alpha, while the dependability of qualitative items was ensured through triangulation. Quantitative data was analyzed by using descriptive statistics where frequencies, percentages, and means were determined. Qualitative data was analyzed through transcription of texts, generate themes, interpret, discuss and making conclusions. The study found that, HEDP is to some extent known to students and alumni for its purpose of establishing linkages. The study concluded that HEDP has to the lower extent achieved the goal of ensuring institutional linkages. The study recommended that universities should conduct periodic review and reform programmes to cater for the needs of the current demands of 21st century soft skills.
Citation: Fortunatus Michael Mbua, Victorini Salema & Timothy Mandila (2022) Extensiveness of Higher Education Development Programme on Enabling Institutional Linkage to Ensure Quality University Graduates in the Northern Zone Tanzania, British Journal of Education, Vol.10, Issue 11, pp.45-65
Globally, soft skill is a sought-after skill in the workplace. While this is obtainable and trendy at the global level, Nigeria should not be an exception. Hence, the present study developed Soft Skill Scale (SSS) for educational and industrial use in Nigeria. Triangulation research design based on Classical test theory was used to sample 887 participants from both educational and industrial sectors in Nigeria. One hundred and fifty (150) initial items of SSS were developed. Through Principal Component Analysis (PCA), the items were reduced to 110 at pilot study and 69 at post field level. To further affirm the validity of the instrument, a post-pilot study was carried out on 347 respondents. Analysis was done with factor analysis, Pearson Product Moment Correlation as well as Cronbach Alpha method. The findings of the study showed that 69 items loaded into the five factors. This includes communication 14 items, Organization 14 items, Teamwork 21 items, Creativity 7 items and Adaptability 13 items. Subscale-total correlation at both post-field and post-pilot phases yielded 0.73/0.61, 0.83/0.84, 0.89/0.85, 0.76/0.68, and 0.65/0.63 for communication, Organization, Teamwork, Creativity and Adaptability respectively. Cronbach Alpha reliability for full SSS was .96 at post-field and 0.95 at post-pilot phase. The post-pilot validity check all affirmed that SSS was highly valid. Based on this, it was recommended among others that SSS should be recognized and used in school and industrial settings.
Intercultural Exchanges and Soft Skills Development in the Info-Tech-Enabled EFL Classroom (Published)
The present research study assesses the impact of an ICT-enabled English language environment on students’ intercultural exchanges and soft skills development. The major objective is to see whether an English course content that makes use of blogs, podcasts, and Internet-aided presentations allows intercultural encounters and boosts personal and professional development. The qualitative comments from the end–of–course interview are examined with regard to students’ reflections on their learning experience. Research findings show that the use of ICT-enabled class content does not bring about any considerable changes in students’ cultural practices, but stirs and triggers personal and professional changes (changes in attitudes) and allows learners to develop empowering soft skills, including personal development skills, communication skills, and conflict resolution skills.
Soft Skills Preparation as Panacea for Self-Employment for Tvet Technician Graduates in Kenya (Published)
The main aim of the paper was to assess how effect of soft skills on self-employment among Technical and Vocational Education and Training technician graduates in Kenya. The specific soft skills investigated in this study were practice time management, solve problems, work independently, interpersonal skills, communication skills, decision making skill, creativity/innovations and adaptability on self-employment among TVET graduates. This study was based on pragmatic research paradigm using embedded research design. The study targeted 527 technician graduate from TVET institutions in Uasin Gishu county Kenya. Simple random was used to select 320 sample size. Quantitative data analysis was done using descriptive statistics and inferential statistics. The interview transcripts were analysed using thematic analysis. Multiple Regression analysis was done to test hypothesis. Findings showed that TVET institutions did not inculcate soft skills content required for survival in self-employment. The generic skills tested were ranked from highly perceived as good to the least good: time management, ability to solve problems, ability to work autonomously, interpersonal skills, communication skills, decision making, creativity and innovative skills, and adaptability. However, despite time management being ranked the highest it had no effect on self-employment. Regression results revealed that ability to solve problems, ability to work independently, interpersonal skills, adaptability and creativity and innovations have a positive and significant effect on self-employment.
Understanding Graduate Employability: A Case of a Selected Higher Education Institution in Botswana (Published)
The issue of graduate employment has generated a lot of debate and has become a phenomenal theme of discourse across professional gatherings, political rallies, media, commentary reviews, national economic debates and social networks. In the context of Botswana, studies also show that the country is currently suffering from the twin challenges of shrinking economy and unemployment with the current national unemployment being pegged at 18% and rising while youth unemployment alone is at 34%. It is against this background that this study has been carried out to examine the employment status of graduates at a selected higher education institution in Botswana. A quantitative approach that employed a structured questionnaire was used in the study to collect data from a sample of 250 graduates who graduated between 2007 and 2014. Convenience sampling strategy was used to select the sample of respondents. Data collected was analysed using SPSS version 21. Results of the study showed that 65.3% of the students who graduated between 2007 and 2014 at the selected higher education institution are employed. The study further showed that graduates felt that some of the reasons for delayed employment had nothing to do with skills mismatch, experience or competition in the market but as a result of other issues. It was also shown in the study that the main method of seeking for employment was through the use of curriculum vitae (CVs)
An Investigation into the Soft Skills That Employers in Zimbabawe Expect Graduate Jobseekers to Possess: A Study of Five Companies under the Industrial Development Corporation of Zimbabwe (Limited) Group (Published)
This study sought to investigate the soft skills which employers in Zimbabwe value most, which they expect graduate jobseekers and graduate employees to possess. The study was based on five companies under the Industrial Development Corporation of Zimbabwe Limited Group (IDCZ) namely Chemplex Corporation, Almin Metal Industries; Olivine Industries; Allied Insurance and Sunway City. The study was primarily quantitative with wide use of self-completing questionnaires. The research found out that employers as represented by managerial staff at the five companies under study felt that tertiary institutions in Zimbabwe exclude the training in soft skills and emphasised on the development of technical skills (hard skills). The study found out that the ten soft skills that employers in Zimbabwe felt were critical for graduate employees to possess are: critical thinking, morality (hunhu/ ubuntu), teamwork, ethics, anger management/ self-control, communication skills, integrity, reliability/ trustworthiness, self- confidence, and understanding the work culture. As entailed in the Personality Trait-Based Model of Job Performance, the study recommended that compulsory training in soft skills which prioritizes the identified most preferred soft skills should be introduced in tertiary institutions. The study also recommended that institutions with the mandate to develop manpower in Zimbabwe, such as the National Manpower Advisory Council (NAMACO) should develop a National Soft Skills Framework which clearly outlines the set of soft skills to be possessed by graduate youths in order for them to meet industry skills expectations when they join the world of work