Title: Bridging the Chasm: Competence-Based Learning as a Panacea for Graduate Employability in Uganda
Authors: Dr. Ariyo Gracious Kazaara, Dr. Arinaitwe Julius
Volume: 9
Issue: 10
Pages: 201-210
Publication Date: 2025/10/28
Abstract:
Background: Uganda faces a persistent graduate employability crisis characterized by high unemployment rates among degree holders, prolonged job search periods, and employer complaints about graduates lacking practical skills and workplace competencies despite possessing academic credentials. Traditional time-based, credit-hour educational models emphasizing theoretical knowledge and content mastery have proven insufficient for preparing graduates to navigate complex, rapidly changing work environments. Main Objective: To evaluate the potential of competence-based learning as a solution for graduate employability challenges in Uganda, examining both the opportunities and obstacles associated with its implementation in higher education institutions. Methods: This mixed-methods concurrent triangulation study employed a cross-sectional survey of 385 recent graduates, 450 employers, and 156 academic staff from ten universities, complemented by 45 in-depth interviews with key informants and six focus group discussions. Data analysis utilized univariate, bivariate, and multivariate statistical techniques including independent samples t-tests, hierarchical multiple regression, and binary/multinomial logistic regression, alongside thematic qualitative analysis. The sample size provided 80% statistical power to detect medium effect sizes at 95% confidence level. Key Results: Significant competency gaps emerged between employer requirements and graduate capabilities across all eight assessed domains, with particularly pronounced deficiencies in critical thinking (gap=1.44, Cohen's d=2.42), problem solving (gap=1.24, d=2.05), and entrepreneurial mindset (gap=1.25, d=1.65). Conclusion: Competence-based learning represents a viable and effective solution for addressing graduate employability challenges in Uganda, with demonstrated positive impacts on competency development and employment outcomes. Recommendations: Institutionalize comprehensive faculty development programs for CBL pedagogy. Establish formalized university-industry partnerships with structured engagement frameworks for curriculum co-design and authentic learning provision;