Enhancing Employability Skills in Pre-Service Teacher Training: Strategies for Higher Education Institutions in Uganda. A Case Study of Kyambogo University

Abdulaziz Kakooza; Maria Goretti Kaahwa; Philip Owino

doi:10.37284/eajass.8.2.2978

Abdulaziz Kakooza Kyambogo University
Maria Goretti Kaahwa Kyambogo University
Philip Owino Kyambogo University

DOI: https://doi.org/10.37284/eajass.8.2.2978

Keywords: Employability Skills, Pre-service Teacher Training, Human Capital Theory, Higher Education, Uganda, Curriculum Reform

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Abstract

Despite the growing demand for competent teachers in Uganda, pre-service teacher training programmes have been criticised for inadequately equipping graduates with employability skills essential for the dynamic education sector. These skills, including communication, creativity, critical thinking, and collaboration, are crucial for success in the contemporary education environment but remain inconsistently integrated into training curricula. This study investigated strategies for enhancing employability skills in pre-service teacher training programmes in higher education institutions, using Kyambogo University as a case study. Guided by Human Capital Theory, the study employed a qualitative case study design involving 40 purposively selected participants: 2 heads of department, 8 lecturers, 22 final-year pre-service teacher trainees, and 8 head teachers of graduate teachers. Data were collected through key informant interviews and focus group discussions and analysed thematically. Findings revealed seven key strategies for enhancing employability skills: (1) explicit integration in curricula, (2) stronger collaboration between universities and employing institutions, (3) structured career guidance and counselling, (4) staff capacity building, (5) holistic assessment approaches, (6) policy development and enforcement, and (7) improved institutional infrastructure and support systems. The study concludes that a multi-faceted approach anchored in curriculum reform, policy alignment, and institutional investment is critical for preparing pre-service teachers to meet labour market demands. This study provides practical insights for curriculum developers, university administrators, and policymakers seeking to improve teacher preparedness and employability in Uganda and similar educational contexts.

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