Evaluating capacity of geography departments for student employability skills’ development in three public universities in Ghana.

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.