Work-Integrated Learning for Employability Skills Development: Current Practices and Prospects in Tanzania Business Training Institutions.

Abstract

The study examined the current practices and prospects of work-integrated learning in Tanzania business training institutions. Specifically, it: explored the perceived benefits and constraints associated with work-integrated learning in Tanzania business training institutions; and evaluated the influence of workintegrated learning programmes on employability skills development. The study adopted a pragmatism paradigm and a sequential explanatory mixed methods design. Data were collected through questionnaires administered to 145 secondyear bachelor's degree students in procurement and accountancy programmes, sampled using a convenient sampling technique. Inferential and descriptive analysis techniques were used for data analysis and presentation. The multiple regression model was used for hypothesis testing. The study found that the Tanzania Institute and Accountancy and College of Business Education employ field practice as a means for enhancing the employability skills of their students. Moreover, the approach is beneficial to students, institutions and employers despite personal, policy and institutional constraints. Whereas field placement was seen to have a positive and significant influence on the employability skills of students, other forms like sandwiches, internships and entrepreneurship programmes were not yet formalized in these institutions’ curricula. Therefore, the study recommends curriculum review, institutional setup and policy enforcement to strengthen field placement and incorporate sandwich, internship and entrepreneurship programmes towards employability skills development. Further study may develop a measuring scale for employability skills among finalist students in business training institutions.