Examining Employability Skills Development in Universities: Perspectives, Challenges, and Responsibilities
DOI:
https://doi.org/10.55737/qjss.vi-i.25277Keywords:
Generic Employability Skills, Teaching and Development of Skills, Postgraduate Level, Academic PerspectivesAbstract
This paper explores the enhancement of teaching and learning life skills, promoting the link between learning and working in higher learning institutions. With the modified Life Skills Ability Scale (LSAS) developed by Cronin and Allen et al. (2019) as the main research tool, participants comprising 334 students were from three public and two private universities. Data analysis led through the use of SPSS employed descriptive statistics methods in the qualitative results produced frequencies, percentages, and mean scores. The results suggest a strong requirement for improvement in life skills education as teachers and students exert some effort in the domain. The study again reaffirms the problem of briefness or the lack of quality life skills training as one that is being borne jointly by education institutions, persons, and policymakers. These are the development of a better link between education and the workforce, enhancing institutional responsibility, and carrying out more studies to establish the gap in life skills education from the preschools to postsecondary levels. From these findings, it is possible to recommend key measures to deliver graduates who are sufficiently equipped to cope with the challenges of a job market that is increasingly globalized.
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