The role of work-integrated learning in developing work readiness: Insights from Tanzania
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Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
Springer Science and Business Media LLC
Abstract
This study investigated the role of work-integrated learning (WIL) programmes in developing work readiness among graduates of higher learning institutions in Tanzania. The Tanzania Public Service College was used as a case study. The authors investigated students’, employers’ and college trainers’ perspectives about WIL programmes. The study used a descriptive research design which included in-depth interviews with ten employers, focus group discussions with twenty college trainers and a questionnaire administered to 1,361 post-placement students. Of these stu
dents, 728 completed the questionnaire, a response rate of 53.5%. A literature review on WIL was also undertaken, including on the role of technical and vocational education and training. The findings clearly show that participation in WIL programmes is useful to students in terms of non-academic learning and career development, particularly when they can apply the generic skills learned in the classroom to the workplace with the support of work and academic supervisors. This was confirmed on the basis of students’ knowledge and skills, workplace requirements and the relevance of tasks performed during work placements. Overall, the research findings indicate that the WIL ecosystem is valuable and worth pursuing by higher learning institutions in Tanzania. In addition, efforts to impart cognitive and socio-behavioural skills to students need to be prioritised to better prepare them for the changing nature of employment.
Description
Abstract. Full text is available at https://doi.org/10.1007/s11159-023-10007-z
Keywords
Work-integrated learning, Unemployment, Technical vocational education, Youth, career development
Citation
Marijani, R., Katomero, J., Hayeshi, A., & Kajerero, J. (2023). The role of work-integrated learning in developing work readiness: Insights from Tanzania. International Review of Education, 69(4), 529-550.