Abstract:
Some studies posit that education is one of the key drivers of
development (Psacharopoulos, 2007; Acheampong,2006; Boateng & Ofori,
2002). Relevant education provided to individuals in a nation is the hallmark
for the growth and development of that nation. For such growth and
development to occur education should be anchored on highly capacitated
training institutions.
Using the pragmatic paradigm and the convergent parallel design, this study
sought to explore how geography departments deployed their capacity
resources to engender student employability skills’ development. The three
geography departments included in the study were the only well-established
autonomous geography departments in any university in Ghana. Quantitative
and qualitative methods were used, the former included a survey of 260 level
400 students, 29 instructors and 19 support staff. Qualitative data were
collected from 36 students through four focus group discussions, the
deployment of structured interview schedules for two heads of department,
four instructors, 19 geography graduates and the four employers of the
geography graduates. In addition, six structured observation guides were
deployed to collect another set of qualitative data. Document mapping was
also used to collect data on the curricula ofthe geography departments.
The findings of the study showed that the geography departments deployed
their capacities to implement the employable skills to a moderate level. The
study’s recommendations include the geography departments strengthening all
the five capacity resources for effective training of students in employable skills.
