Exploring the integration of employability skills training in university degree programmes for graduate work readiness in Zambia.
Over the last decade, employers in several industries have become increasingly vocal about employability skills: the set of transferable skills characterized as the higher-order thinking skills and personal attributes that employees need to succeed in a work environment. The purpose of this study was to investigate the integration of employability skills training in university programmes and their effectiveness in promoting graduate work readiness in selected universities in Zambia. The study used a mixed-method design incorporating both quantitative and qualitative research. A total of 96 students and 10 key informants including lecturers and school administrators participated in this study. Purposive and convenience sampling techniques were used to select the study participants. Data was collected using structured questionnaires and semi-structured interviews. Quantitative data were analysed using descriptive statistics, including frequencies and percentages. The Chi-Square test was employed to assess the level of significance in the study's findings. The interview responses were analysed purely through the description and thematic analysis. The findings revealed a comprehensive set of essential skills, aligning with the broader employability requirements in various professional fields. Research skills, communication skills, computer literacy, project planning and management, emotional intelligence, and mentorship and soft skills emerged as critical components for students' preparedness for the professional realm. The findings further revealed that the majority (53.1%) of students reported a moderate level of confidence in their preparedness for employment, while a substantial proportion (44.8%) of the students, expressed a high level of confidence in their ability to take on a job. Further analysis indicated that students from public universities exhibit significantly higher confidence levels (52.3%) compared to their counterparts in private universities (29%). The study found that the integration of employability skills involved incorporating practical aspects into lessons, simulations, group assignments, field trips, presentations, peer teaching, industrial attachments, and internships. The study established that the integration of employability skills training within university programs emerged as a crucial mechanism for fostering work readiness among students. The findings highlighted key obstacles, including faculty competences, challenges in teaching practical aspects, lack of organized skill integration, issues with student attachments, and weak links between industry and university. The study recommends the need to develop a comprehensive curriculum that addresses a broad range of employability skills and find innovative ways of encouraging the use of diverse pedagogical approaches to reinforce employability skills among students. Keywords: Approaches, Employability skills, Graduate work readiness, Integration, Students, Programmes
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