Title: Beyond Employability: Toward a Capabilities Approach for Holistic Education in Uganda
Authors: Ahumuza Audrey, Musiimenta Nancy
Volume: 10
Issue: 2
Pages: 133-141
Publication Date: 2026/02/28
Abstract:
This study examined the transition from an employability-centered educational paradigm toward capabilities approach for holistic education in Uganda, addressing the limitations of instrumental education that prioritized employment outcomes over broader human development. Employing a mixed-methods research design, the study collected data from 450 students, 120 teachers and lecturers, 45 educational administrators, and 30 policy stakeholders across Uganda's four major regions using structured questionnaires, semi-structured interviews, focus group discussions, and document analysis. Quantitative analysis included univariate statistics to examine distributions of employability orientation and ten capability dimensions (critical thinking, ethical reasoning, civic participation, cultural awareness, health and wellbeing, emotional intelligence, creativity, practical reasoning, social affiliation, and learner agency), bivariate analysis to explore relationships between demographic characteristics and capability outcomes, and structural equation modeling to test a comprehensive theoretical framework linking employability orientation, institutional factors, capability development, and holistic educational outcomes. The findings revealed that Uganda's education system maintained an overwhelmingly high employability orientation (M = 4.09, SD = 0.78), with examination focus particularly pronounced (M = 4.23, SD = 0.87), while overall capability development remained inadequate (M = 2.85, SD = 0.82), with civic participation (M = 2.45), creativity (M = 2.53), and learner agency (M = 2.61) showing especially low development levels. Bivariate analysis demonstrated strong negative correlations between employability orientation and all capability dimensions (r = -0.461 to -0.612, all p < .001), with pedagogical approaches showing the strongest positive associations with capability development (r = 0.723, p < .001). Significant demographic disparities emerged, with male students, Central region learners, and private institution attendees experiencing substantially higher capability development than their counterparts. Structural equation modeling confirmed excellent model fit (CFI = 0.943, TLI = 0.936, RMSEA = 0.057, SRMR = 0.048) and revealed that employability orientation exerted significant negative effects on capability development (? = -0.423, p < .001) and holistic outcomes both directly (? = -0.196, p = .001) and indirectly through capability mediation (? = -0.301, p < .001), while institutional factors, particularly pedagogical approaches (? = 0.911), demonstrated substantial positive effects on capability development (? = 0.598, p < .001). The study concluded that achieving holistic education in Uganda required fundamental paradigmatic transformation including pedagogical reform prioritizing learner-centered methods, curriculum and assessment redesign to systematically cultivate and evaluate diverse capabilities beyond employment preparation, and targeted equity interventions addressing regional and gender disparities in capability development. These findings contribute to the theoretical understanding of the capabilities approach in educational contexts and provide empirical evidence for policymakers seeking to transition beyond narrow employability frameworks toward education systems that expand substantive freedoms and enable multidimensional human flourishing.