The role of work-integrated learning in developing work readiness: Insights from Tanzania

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dc.contributor.authorMarijani, R.
dc.contributor.authorKatomero, J.
dc.contributor.authorHayeshi, A.
dc.contributor.authorKajerero, J.
dc.date.accessioned2024-09-09T10:14:43Z
dc.date.available2024-09-09T10:14:43Z
dc.date.issued2023
dc.descriptionAbstract. Full text is available at https://doi.org/10.1007/s11159-023-10007-z
dc.description.abstractThis 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.
dc.identifier.citationMarijani, 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.
dc.identifier.doi10.1007/s11159-023-10007-z
dc.identifier.otherDOI: https://doi.org/10.1007/s11159-023-10007-z
dc.identifier.urihttps://repository.udom.ac.tz/handle/20.500.12661/4945
dc.publisherSpringer Science and Business Media LLC
dc.relation.ispartofInternational Review of Education
dc.subjectWork-integrated learning
dc.subjectUnemployment
dc.subjectTechnical vocational education
dc.subjectYouth
dc.subjectcareer development
dc.titleThe role of work-integrated learning in developing work readiness: Insights from Tanzania
dc.typejournal-article
oaire.citation.issue4
oaire.citation.volume69
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