Integrating Skills into Higher Education in Subsaharan African

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dc.contributor.authorAnumaka Ijeoma Blessing
dc.contributor.authorAfam Uzorka
dc.contributor.authorDanson Musinguzi,
dc.contributor.authorRichard Twinamatsiko
dc.date.accessioned2024-06-19T14:14:07Z
dc.date.available2024-06-19T14:14:07Z
dc.date.issued2022
dc.description.abstractHigher education in recent years has become complicated, because of the COVID19 pandemic making content delivering complex, and skills acquisition a bit difficult to learners. into all programs and courses in Sub-Saharan universities to improve economic development and increase employability. Teaching in higher education is a complex passing of knowledge and skills to learners. Unfortunately, universities in Sub-Saharan Africa teach mainly theories. The expected outcomes of higher education, are supposed to produce learned and productive individuals with skills that can manipulate, alter or change environment technically into a much better environment, in every aspect. The method of the study is constructivism, interpretative paradigm and knowledge claims; Xrays some of the difficulties in including skills in higher education and also suggests ways to map the higher education curriculum. Skills to be included range from Generic to Hard skills. With a methodology that employed critical analysis of research findings, conclusion is drawn that there is urgent need to include or integrate skills acquisition into all programs and courses in Sub-Saharan universities to improve economic development and increase employability.
dc.description.sponsorshipKampala International University (KIU) Uganda
dc.identifier.issn23495162
dc.identifier.urihttp://hdl.handle.net/20.500.12493/14474
dc.language.isoen
dc.publisherJournal of Emerging Technologies and Innovative Research
dc.titleIntegrating Skills into Higher Education in Subsaharan African
dc.title.alternativeIssues, Problems & Prospects
dc.typeArticle
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