Asilimia 61 ya wahitimu wa vyuo vikuu Tanzania hawafai kwa ajira

[Queen V]

Baraza la Vyuo Vikuu la Afrika Mashariki(IUCEA) linalojumuisha vyuo vya umma na binafsi takribani 100 kutoka Kenya , Tanzania, Uganda, Rwanda na Burundi lilifanya utafiti mwaka 2014 kwa waajiri kupata maoni yao kuhusu uwezo wa wahitimu kutoka vyuo wanachama.

Utafiti huo ulionesha kuwa kati ya asilimia 51 hadi 63 ya wahitimu walikuwa na uwezo usiokidhi, kutofaa kwa ajira na kukosa ujuzi unaohitajika katika soko.

Takwimu za kusikitisha kuliko zote zilikuwa za Uganda(63%) na Tanzania(61%).

=======

The Inter-University Council for East Africa (IUCEA) is a membership organization comprising about 100 public and private universities in the five East African countries of Kenya, Tanzania, Uganda, Rwanda and Burundi. It recently commissioned a survey of employers in the five countries to seek their views on the employability of graduates from its member universities.

The survey revealed some stark and disturbing facts. Between 51% to 63% of the graduates were found to be ‘half-baked’, ‘unfit for jobs’ and ‘lacking job market skills’. The worst records were in Uganda (63%) and Tanzania (61%). At a time when great efforts are being made to increase student enrollment in higher education in Africa and when the acute shortage of highly skilled human resources is proving to be a handicap to growth and development, these findings are, to put it mildly, alarming. However, although the study covered only five countries and robust data on the quality of graduates in other African countries are not available, there have been concerns about the poor quality of graduates in most Sub-Saharan African countries for quite some time.

Indeed, previous warning signals exist. For example, in Nigeria in 2010, the accreditation of several academic departments in over 20 universities was withdrawn by the national regulatory body, the National Universities Council, on grounds of lack of infrastructure and suitably qualified academic staff. In 2011, the Engineering Registration Board of Kenya refused to recognize the engineering degree from three leading public universities in Kenya because of poor curricula, lack of qualified lecturers and shortage of appropriate facilities. In the same year, on similar grounds, the Council of Legal Education of Kenya rejected the applications to practice law from graduates of several public and private universities in Kenya. In South Africa as well it has been reported that many law firms have found that the LLB graduates are unable ‘to draw affidavits and pleadings as they lack both numeracy and literacy skills’.

A direct consequence of the poor quality of graduates has been the increasing unemployment of graduates. This is what prompted the Association of African Universities to organize its General Conference in May 2013 in Gabon under the theme ‘Transforming Higher Education for Graduate Employability and Socio-Economic Development’. One of the main objectives of the Conference was to ‘examine the disturbing issue of graduate employability which is confronting African countries to a greater extent than had been perceived, and to develop strategies for higher education institutions that will facilitate self-reforms needed to tackle this growing menace’.

A Communiqué that was issued at the end of the Conference made recommendations for action at various levels. Universities were asked to pay serious and strategic attention to relevant curricula, teaching and research to guarantee graduate employability. Governments and other stakeholders were requested to invest in higher education institutions by increasing substantially their financial commitment to them, and to ensure that, in the selection of leadership and management of universities, meritocracy should be the prime driving factor. Funding agencies and international development partners were asked to consult adequately with African universities in the setting of African development agenda, and to pursue and encourage strategies of mutual benefit that will promote sustainable relationships in the implementation of their support to African countries and universities as graduate unemployment is being tackled.

Poor quality of graduates and consequently graduate unemployment can have serious social, economic and political ramifications, as witnessed during the Arab spring. Urgent remedial action is therefore called for

Source: https://www.insidehighered.com/blogs/world-view/quality-graduates-africa

 

[Kingsmann]

Kwa hiyo graduates turudi tena mavyuoni kujinoa upya?

 

[Airmanula]

Mkuu kwani walikua hawajui hata bila utafiti

 

[jingalao]

Vyuo kama KIU unategemea vizalishe graduate wa maana?

 

[jingalao]

Vyuo kama KIU unategemea vizalishe graduate wa maana?

 

[Detective J]

Sio kiu tu na vingine.
Maana kiu haizalish wanafunzi wengi kama vyuo vikuu pendwa hapa tanzania.

Graduates wengi wanadhani wakishamaliza wanaingia kazin straight.. well they are wrong. Lazima wajinoe si ku relax baada ya masomo.

Vyuo kama KIU unategemea vizalishe graduate wa maana?

 

[jiwe angavu]

Nadhani udom ndio imeibeba tz katika utafiti huu..

 

[cabo]

Kama kwenye ajira wanataka wenye experience 2years na kuendelea uko sasa hao graduate watakuwaje na ujuzi alaf wasije wakawa wamefanya utafiti kwa watu ambao wamepata ajira ambazo hawajasomea maana ndio kibongo bongo dokta anafanya mambo ya clearing and forwarding

 

[Detective J]

Nadhani udom ndio imeibeba tz katika utafiti huu..

Sidhani. Kama udom imebeba.. udom imebadilika sana halaf wakufunzi wake wengi wamepitia UDSM na vyuo vingine vikubwa.
Kama lawama ziende kote

 

[Hamisi R Mhenwa]

well! Tunaweza kuchukua tafakari ndogo tukisemea "poor curricula, lack of appropriate facilities and lack of skilled lecturers" lakini tukiendelea kwenda ndani zaidi wanachuo wengi they are interested but not committed pia wamekosa soft skills ambazo zingeweza kuwasaidia. Tukizama kwa ufupi kabisa suala kubwa litakaloweza kuweka mambo sawa ni curriculum nzuri ambayo ni current with technological change. Tukiwaambia wasomi waliopoteza muda wao mavyuoni hawana sifa sio haki hata kidogo. Hapa suala kama mwanachuo atakosa sifa maana yake chuo kinachozalisha hakina sifa na hakitazami uhalisia wa nini kinaendelea wanafunzi wakihitimu. Nikirudi nyuma zaidi mtaala ukitungwa kwa kushirisha watu hawa wafuatao itasaidia kuendana na uhalisia wa mazingira.
1. Waajiri (employers) hawa wanajua kiwandani ama sehemu za kazi kunahitajika watu wa aina gani na waongezewe nini kwa wale wanaoenda kuhitimu kulingana na mabadiliko ya kitechnolojia.
2. Wazazi (parents) hawa ni selected parents ambao watakuwa wanajua kufuatilia watoto wao wanapata shida wapi na nini kiongezwe pia kwenye mitaala yao.
3. Waajiriwa (employee) hawa wana uzoefu makazini na wanatambua nini mwanachuo ama mfanyakazi anahitajika kuwa nacho ili aweze kukidhi hitaji la kiwandani ama kwenye soko la ajira.
4. Wanafunzi (learners) hawa wanatakiwa kushirikishwa kwa maana kuwa wengine ni wazoefu pamoja na kuwa wanafunzi hawa hawa huenda field kwa ajili ya kugundua wako vizuri kiasi gani ama walichokisoma ndicho kilichopo makazini ama hawako vizuri kiasi gani halafu waje wapresent walichokiona zikiwepo na changamoto walizokutana nazo. Wengi wa wanafunzi hawajui maana ya field kwa sababu hata wakufunzi wao hawana muda nao wa kuwaelekeza.
5. Mwalimu/mkufunzi (Lecturer) hapa mkufunzi mzoefu anao uwezo wa kubadili hata content kulingana na uzoefu na anavyoona gap lililopo kati ya mtaala na uhalisia uliopo viwandani ama sehemu za kazi. Ndio maana vyuoni tunatakiwa kuwa na afisa masoko na mkufunzi anayefundisha darasani. Kama hakuna mtu anayeenda kukagua nini kinaendelea huko makazini tukaishi kwa kuhitaji mishahara hapa ni lazima tuzalishe wahitimu wasio na sifa.

kwa maana hiyo kama mwanafunzi utakayemfundisha akakosa sifa kuajiriwa maana yake sio yeye kilichokosa sifa ni kile alichokipa chuoni maana we deal with contents ambazo ziko pale kwenye syllabus husika. Tukubaliane kuwa mwanafunzi asiyejiweza ni matokeo ya mwalimu asiyejiweza ambayo ni matokeo ya mtaala usiojiweza hivyo itakuwa sera isiyojiweza pia. Maana tusitazame tu effect, kuwa mwanafunzi hajiwezi; tutazame kwanza visababishi vya kupelekea huyu mwanafunzi asifit kuwa mfanyakazi. Hebu huu mjadili tualikwe tujadili kwa undani ndugu zangu Naomi kama sijasema niridhike bhana. Nawasilisha

 

[Jua usiyoyajua]

Due to short of concentration on their studies.

 

[painscott]

well! Tunaweza kuchukua tafakari ndogo tukisemea "poor curricula, lack of appropriate facilities and lack of skilled lecturers" lakini tukiendelea kwenda ndani zaidi wanachuo wengi they are interested but not committed pia wamekosa soft skills ambazo zingeweza kuwasaidia. Tukizama kwa ufupi kabisa suala kubwa litakaloweza kuweka mambo sawa ni curriculum nzuri ambayo ni current with technological change. Tukiwaambia wasomi waliopoteza muda wao mavyuoni hawana sifa sio haki hata kidogo. Hapa suala kama mwanachuo atakosa sifa maana yake chuo kinachozalisha hakina sifa na hakitazami uhalisia wa nini kinaendelea wanafunzi wakihitimu. Nikirudi nyuma zaidi mtaala ukitungwa kwa kushirisha watu hawa wafuatao itasaidia kuendana na uhalisia wa mazingira.
1. Waajiri (employers) hawa wanajua kiwandani ama sehemu za kazi kunahitajika watu wa aina gani na waongezewe nini kwa wale wanaoenda kuhitimu kulingana na mabadiliko ya kitechnolojia.
2. Wazazi (parents) hawa ni selected parents ambao watakuwa wanajua kufuatilia watoto wao wanapata shida wapi na nini kiongezwe pia kwenye mitaala yao.
3. Waajiriwa (employee) hawa wana uzoefu makazini na wanatambua nini mwanachuo ama mfanyakazi anahitajika kuwa nacho ili aweze kukidhi hitaji la kiwandani ama kwenye soko la ajira.
4. Wanafunzi (learners) hawa wanatakiwa kushirikishwa kwa maana kuwa wengine ni wazoefu pamoja na kuwa wanafunzi hawa hawa huenda field kwa ajili ya kugundua wako vizuri kiasi gani ama walichokisoma ndicho kilichopo makazini ama hawako vizuri kiasi gani halafu waje wapresent walichokiona zikiwepo na changamoto walizokutana nazo. Wengi wa wanafunzi hawajui maana ya field kwa sababu hata wakufunzi wao hawana muda nao wa kuwaelekeza.
5. Mwalimu/mkufunzi (Lecturer) hapa mkufunzi mzoefu anao uwezo wa kubadili hata content kulingana na uzoefu na anavyoona gap lililopo kati ya mtaala na uhalisia uliopo viwandani ama sehemu za kazi. Ndio maana vyuoni tunatakiwa kuwa na afisa masoko na mkufunzi anayefundisha darasani. Kama hakuna mtu anayeenda kukagua nini kinaendelea huko makazini tukaishi kwa kuhitaji mishahara hapa ni lazima tuzalishe wahitimu wasio na sifa.

kwa maana hiyo kama mwanafunzi utakayemfundisha akakosa sifa kuajiriwa maana yake sio yeye kilichokosa sifa ni kile alichokipa chuoni maana we deal with contents ambazo ziko pale kwenye syllabus husika. Tukubaliane kuwa mwanafunzi asiyejiweza ni matokeo ya mwalimu asiyejiweza ambayo ni matokeo ya mtaala usiojiweza hivyo itakuwa sera isiyojiweza pia. Maana tusitazame tu effect, kuwa mwanafunzi hajiwezi; tutazame kwanza visababishi vya kupelekea huyu mwanafunzi asifit kuwa mfanyakazi. Hebu huu mjadili tualikwe tujadili kwa undani ndugu zangu Naomi kama sijasema niridhike bhana. Nawasilisha

Your very right.

 

[Upembuzi Yakifu]

NAOMBA UTAFITI WAO USOMEKE IVI, ASILIMIA 61% YA WAHATIMU WA VYUO VIKUU TANZANIA HAWANA UZOEFU NA CONNECTION ILI WAWEZE ATA KUPATA NAFASI YA KUJITOLEA KWENYE MAENEO YA TAALUMA ZAO.

 

[Mzingo]

Miaka ya 70 ilikuwaje? Isijekuwa hiyo percent iko mule mule enzi na enzi.

Miaka hiyo mtu hajui kitu,anavijulia kazini. BAADA ya miaka 30 kazini ,wakija wapya toka vyuoni anaanza kusema watu hawajui.

 

[Mathanzua]

Kwa hiyo graduates turudi tena mavyuoni kujinoa upya?

Hata mkirudi,mbona system ni ile ile,ninyi ni wale wale,na waalimu ni walele?

 

[MEGAMIND2055]

Baraza la Vyuo Vikuu la Afrika Mashariki(IUCEA) linalojumuisha vyuo vya umma na binafsi takribani 100 kutoka Kenya , Tanzania, Uganda, Rwanda na Burundi lilifanya utafiti mwaka 2014 kwa waajiri kupata maoni yao kuhusu uwezo wa wahitimu kutoka vyuo wanachama.

Utafiti huo ulionesha kuwa kati ya asilimia 51 hadi 63 ya wahitimu walikuwa na uwezo usiokidhi, kutofaa kwa ajira na kukosa ujuzi unaohitajika katika soko.

Takwimu za kusikitisha kuliko zote zilikuwa za Uganda(63%) na Tanzania(61%).

=======

The Inter-University Council for East Africa (IUCEA) is a membership organization comprising about 100 public and private universities in the five East African countries of Kenya, Tanzania, Uganda, Rwanda and Burundi. It recently commissioned a survey of employers in the five countries to seek their views on the employability of graduates from its member universities.

The survey revealed some stark and disturbing facts. Between 51% to 63% of the graduates were found to be ‘half-baked’, ‘unfit for jobs’ and ‘lacking job market skills’. The worst records were in Uganda (63%) and Tanzania (61%). At a time when great efforts are being made to increase student enrollment in higher education in Africa and when the acute shortage of highly skilled human resources is proving to be a handicap to growth and development, these findings are, to put it mildly, alarming. However, although the study covered only five countries and robust data on the quality of graduates in other African countries are not available, there have been concerns about the poor quality of graduates in most Sub-Saharan African countries for quite some time.

Indeed, previous warning signals exist. For example, in Nigeria in 2010, the accreditation of several academic departments in over 20 universities was withdrawn by the national regulatory body, the National Universities Council, on grounds of lack of infrastructure and suitably qualified academic staff. In 2011, the Engineering Registration Board of Kenya refused to recognize the engineering degree from three leading public universities in Kenya because of poor curricula, lack of qualified lecturers and shortage of appropriate facilities. In the same year, on similar grounds, the Council of Legal Education of Kenya rejected the applications to practice law from graduates of several public and private universities in Kenya. In South Africa as well it has been reported that many law firms have found that the LLB graduates are unable ‘to draw affidavits and pleadings as they lack both numeracy and literacy skills’.

A direct consequence of the poor quality of graduates has been the increasing unemployment of graduates. This is what prompted the Association of African Universities to organize its General Conference in May 2013 in Gabon under the theme ‘Transforming Higher Education for Graduate Employability and Socio-Economic Development’. One of the main objectives of the Conference was to ‘examine the disturbing issue of graduate employability which is confronting African countries to a greater extent than had been perceived, and to develop strategies for higher education institutions that will facilitate self-reforms needed to tackle this growing menace’.

A Communiqué that was issued at the end of the Conference made recommendations for action at various levels. Universities were asked to pay serious and strategic attention to relevant curricula, teaching and research to guarantee graduate employability. Governments and other stakeholders were requested to invest in higher education institutions by increasing substantially their financial commitment to them, and to ensure that, in the selection of leadership and management of universities, meritocracy should be the prime driving factor. Funding agencies and international development partners were asked to consult adequately with African universities in the setting of African development agenda, and to pursue and encourage strategies of mutual benefit that will promote sustainable relationships in the implementation of their support to African countries and universities as graduate unemployment is being tackled.

Poor quality of graduates and consequently graduate unemployment can have serious social, economic and political ramifications, as witnessed during the Arab spring. Urgent remedial action is therefore called for

Source: Quality of Graduates in Africa | Inside Higher Ed

this is political assumption,
baada ya kuona awana uwezo wakuajiri, chakushangaza ata waliofanya tafiti nani alie wa examin ? chaajabu utakuta na ao pia niproduct za vyuo ivyo wanavyo dai vinatoa fake product...

 

[The Ellipse]

Kazi ipo

Sent using Jamii Forums mobile app

 

[TAI DUME]

Huo utafiti NI feki sana. Uhalisia ni kwamba Hakuna muhitimu yoyote fresh fresh college/school ambaye anafit kwenye ajira duniani kote.
Ndio Mana kila mwajiri ana muda wa kumfundisha new employee kazi na muda maalum wa kukiridhisha improvement yake.

 

[wambura tarime]

vp ww unakidhi kuqjiria au unabweka bweka tu