Examining the Role of Curricula Reforms in Developing Employability in Tanzania.

Koboli,, Gabriel Milobo (2025) Examining the Role of Curricula Reforms in Developing Employability in Tanzania. Doctoral thesis, The Open University of Tanzania.

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Abstract

The study examined the role of curricula reforms in developing employability in Tanzania. The OECD Framework for Curriculum Reform, the Multidimensional View for Educational Change, and the Framework for Employability formed the theoretical framework of the study. A mixed methods approach with a convergent design was employed in the study collecting quantitative data from 231 respondents and qualitative data from 12 respondents across Dar es Salaam, Mwanza, Dodoma, and Tabora. The data were statistically and thematically analysed. The study found that curricula reforms significantly impact on employability (βeta = 0.801, p = 0.000) by maintaining relevance, aligning practices to 21st century demands, promoting relevant skills, and fostering global awareness and interdisciplinary skills. Also, the study revealed that knowledge, skills and experience significantly drive the effectiveness of curriculum reform for employability (βeta = 0.619, p = 0.000; βeta = 0.354, p =0.000). Further, findings revealed that knowledge and skills of implementers (βeta = 0.420, p = 0.000), funding strategy (βeta = 0.179, p = 0.000), and implementation strategy (βeta = 0.289, p = 0.015) were significantly correlated with implementation of curriculum reform for employability. Moreover, findings show that entrepreneurship education (βeta = 0.444, p = 0.000) and technological pedagogy (βeta = 0.298, p = 0.000) are the curriculum practices that share a relatively strong significant influence in developing employability skills among graduates. In conclusion, effective needs assessment is essential for designing curriculum reforms that align educational practices with job market requirements. Keywords: Curriculum, curriculum reform, employability, skills and stakeholders

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