Incorporating the Tuning Approach in Higher Education Curricular Reforms and Course Design in Tanzania for Enhancing Graduates' Competencies: Stakeholders' Views

Autor/in	Ishengoma, Johnson Muchunguzi
Titel	Incorporating the Tuning Approach in Higher Education Curricular Reforms and Course Design in Tanzania for Enhancing Graduates' Competencies: Stakeholders' Views
Quelle	In: Tuning Journal for Higher Education, 5 (2017) 1, S.121-169 (50 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2340-8170
DOI	10.18543/tjhe-5(1)-2017pp121-169
Schlagwörter	Foreign Countries; Curriculum Development; Curriculum Design; College Curriculum; Employment Potential; Job Skills; Competency Based Education; Public Colleges; College Faculty; College Students; Teacher Attitudes; Student Attitudes; Unemployment; Alignment (Education); Tanzania + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Fakultät; Collegestudent; Lehrerverhalten; Schülerverhalten; Arbeitslosigkeit; Tansania
Abstract	Available documentary and research evidences reveal that the majority of Tanzania universities' graduates (public and private universities) lack competencies or technical skills (employability skills) required for the job market and by potential employers, despite massive curricular reforms implemented in the public higher education sector since the early 1990s. Lack of employability skills which consequently leads to graduate unemployment or un-employability is attributable to the fact that curricular reforms and design in Tanzania public universities undertaken by lecturers and professors do not incorporate basic Tuning principles of competence-based teaching and learning which puts emphasis on competencies and skills by identifying generic and specific competencies during course design or curriculum reform. This study using the University of Dar es Salaam (UDSM)'s School of Education sought to: (1) explore faculty and students' views on the application of the Tuning approach in curricular reforms and degree/course design as a mitigation of university graduates' unemployment and un-employability, (2) solicit stakeholders' (academic staff and students) perceptions of Tuning approach and its relevance in higher education curriculum reforms and design to make higher education more competence-based, and (3) find out students perceived causes of graduate unemployment and un-employability and whether the application of Tuning approach in curriculum reforms and design in universities can be a solution to graduate unemployment. Findings from the study reveal that both faculty and students concur that application of Tuning approach in higher education reforms and curricular design could enhance graduates competences and skills and reduce graduate unemployment. (As Provided).
Anmerkungen	University of Deusto. e-mail: tuningjournal@deusto.es; Web site: http://www.tuningjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01