Quality of Graduates in Africa:A survey by the Inter-University Council for East Africa revealed some stark and disturbing facts.

[Mathanzua]

By
Goolam Mohamedbhai



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 For example, in Nigeria in 2010, the accreditation of several academic departments in over 20 universities was withdrawn by the national regulatory body, the National Universities Council, on grounds of lack of infrastructure and suitably qualified academic staff.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.

 

[Retired]

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’.

Vijana wapuuzi, wanakwenda chuo wanajikita kwenye mapenzi! Halau na mawakili wazoefu ni wachoyo, hawataki kuwaonyesha practical legal drafting!

 

[Ndachuwa]

By
Goolam Mohamedbhai



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.

Ni ukweli mtupu; uwezo wa wahitimu ya miaka hii ya kuanzia 2010 na kuendelea ni mdogo sana; ni aibu uzembe huu umeingia mpaka kwenye taaluma kama ya uhasibu; ni jambo la kawaida waajiri kuajiri Diploma na Under graduates na kuwaacha CPA holders kwa sababu hawaoni tofauti na mwenye CPA na hao wa Diploma na Degree ya kawaida

 

[utali]

These blames has to be put on both sides: students and their mentors/lecturers/tutors/professors
Each one of them has not played his role and what we see now is the outcomes of this negligence. Society in general has shifted to insignificant issues and completely gone astray. We have lost the meaning to live and determination. There is nothing we can do until we notice how failing to notice shapes our thoughts and deeds.

 

[YEHODAYA]

Ni ukweli mtupu; uwezo wa wahitimu ya miaka hii ya kuanzia 2010 na kuendelea ni mdogo sana; ni aibu uzembe huu umeingia mpaka kwenye taaluma kama ya uhasibu; ni jambo la kawaida waajiri kuajiri Diploma na Under graduates na kuwaacha CPA holders kwa sababu hawaoni tofauti na mwenye CPA na hao wa Diploma na Degree ya kawaida

Sidhani graduates wa digrii za sayansi ni moto wa kuotea mbali wako vizuri sababu kuna mfumo wa kuhakikisha wanapata elimu ya vitendo kabla ya kuidhinishwa kama professional.Hiyo kitu huwezi ikuta kwa madaktari na mainjinia.Hilo tatizo naona liko hasa kwenye course za arts kama hizo uhasibui,sheria nk Sababu concentration kubwa iko kwenye mitihani zaidi mtu unakuta ana Qualifications lakini kazini zero sababu unaanza kumpa kazi mtu asiye na exposure ya kazi.Vyuo waunganishe mfumo ya theory na practice kama inavyofanyika kwa engineers na doctors wawe na internship pia kabla kutambuliwa

 

[Mathanzua]

Sidhani graduates wa digrii za sayansi ni moto wa kuotea mbali wako vizuri sababu kuna mfumo wa kuhakikisha wanapata elimu ya vitendo kabla ya kuidhinishwa kama professional.Hiyo kitu huwezi ikuta kwa madaktari na mainjinia.Hilo tatizo naona liko hasa kwenye course za arts kama hizo uhasibui,sheria nk Sababu concentration kubwa iko kwenye mitihani zaidi mtu unakuta ana Qualifications lakini kazini zero sababu unaanza kumpa kazi mtu asiye na exposure ya kazi.Vyuo waunganishe mfumo ya theory na practice kama inavyofanyika kwa engineers na doctors wawe na internship pia kabla kutambuliwa

Mkuu sidhani kama assesment yako ni sahihi.Matatizo yapo sehemu zote.Nafahamu graduates wengi tu wa sayansi,hawako vizuri kabisa.