THE  NATIONAL  COUNCIL  FOR  HIGHER  EDUCATION  

 

   

 

Tracer  study  of  2005  graduates  from  five  universities  and  four  colleges.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

April  2013  

 

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Nation  Council  for  Higher  Education  

Directorate  of  Research,  Development  and  Documentation  

Plot  34  Cavers  Crescent  

P.O.BOX  76,  Kyambogo,  Kampala.  

Tel:  0312-­‐‑262140/4  

E-­‐‑mail:  nche@infocom.co.ug/nche@unche.or.ug

Website: www.unche.or.ug

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© National Council for Higher Education, 2013

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TABLE  OF  CONTENTS  

List  of  tables .......................................................................................................................... iv  List  of  figures ..........................................................................................................................v  Acronyms ............................................................................................................................vi  

Acknowledgement.................................................................................................................1  Executive  Summary ............................................................................................................2  

CHAPTER  1:  INTRODUCTION.........................................................................................7  1.2   Background .................................................................................................................7  1.2 Objectives ........................................................................................................................8  1.3 Rationale ..........................................................................................................................9  

CHAPTER  2:  LITERATURE  REVIEW .............................................................................11  2.0 Tracer studies in Uganda ...............................................................................................11  2.1 Tracer studies in other parts of the world ......................................................................13  

CHAPTER  3:  METHODOLOGY.......................................................................................15  3.1 The Target Population....................................................................................................15  3.2 Selection of Study Institutions .......................................................................................15  3.3 Selection of Academic Programmes..............................................................................16  3.4 Sample Size calculation and determination ...................................................................17  3.5 Sampling Technique for Graduate Tracer Study ...........................................................18  3.6 Study Areas....................................................................................................................19  3.7 Development of Data Collection tools...........................................................................19  3.8 Data collection ...............................................................................................................19  3.9 Employer Expectations Survey......................................................................................20  3.10 Data Coding and Entry.................................................................................................20  3.12 Statistical Hypothesis..................................................................................................20  3.12 Methodological Challenges .........................................................................................22  4.10 Employment Status of Graduates.................................................................................25  4.11 Setting in which graduates work..................................................................................26  4.12 Terms of employment for the graduates ......................................................................27  4.13 Time taken to get into gainful employment.................................................................32  4.14 Information about job availability ...............................................................................35  4.15 Relevance of Higher Education training to the skills required on job.........................36  4.16 Remuneration of graduates ..........................................................................................37  4.17 Whether the job is related to the field of study............................................................39  4.18 Problems encountered during job search .....................................................................40  4.19 Employment of graduates by sector.............................................................................42  4.20 Most relevant courses per academic programme degree category ..............................43  4.21 Recommended courses by graduates for inclusion in the curriculum per academic programme degree category.................................................................................................53  4.22 Most relevant courses per academic programme diploma category............................62  4.23 Recommended courses by graduates per academic programme - diploma category ..64  4.22 Pursuance of Further Training .....................................................................................66  4.23   Statistical Hypotheses results ................................................................................68  

CHAPTER  5:  EMPLOYERS’  EXPECTATIONS..............................................................73  5.1 Distribution of Employers by Sector .............................................................................73  5.2 Method used to recruit Graduates into an Organization ................................................74  

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5.3 Employer  satisfaction  with  regard  to  graduate  employee’s  knowledge,  skills  and  level  of  performance. ................................................................................................74  5.4  Challenges  encountered  by  employers  in  recruiting  skilled  human  resource ..76  5.5 Actions taken by employers to remedy the problems encountered ...............................76  5.6  Performance  of  Institutions  as  per  employers  suggestions ..................................78  5.7  Academic  programme  enrolment  levels  suggested  by  employers......................80  5.8  Specific  skills  required  by  employers  that  higher  education  should  provide ...82  

CHAPTER  6:  CONCLUSIONS  AND  RECOMMENDATIONS.................................84  6.1  Conclusions..................................................................................................................84  6.2  General  Recommendations........................................................................................87  

REFERENCES .......................................................................................................................89  APPENDICES .......................................................................................................................90  Appendix  I:  Graduate  Tracer  Survey  Questionnaire...................................................90  Appendix  II:  Employers  Expectation  Questionnaire ...................................................97  

List  of  tables  Table  1:  Previous  reviewed  tracer  studies  in  Uganda .............................................................11  Table  2:  Selected  Academic  Programmes.................................................................................17  Table  3:  Sample  size  contribution  by  Institution  and  Academic  Programme .........................18  Table  4:  Degree  field  returns  per  academic  programme ..........................................................23  Table  5:  Diploma  field  returns  per  academic  programme........................................................24  Table  6:  Employment  status  of  interviewed  graduates-­‐‑degree  category..................................25  Table  7:  Employment  status  of  interviewed  graduates-­‐‑  diploma  category ..............................25  Table  8:  Vital  skills  for  self  employed  graduates ......................................................................29  Table  9:  Time  to  get  into  gainful  employment  by  academic  programme .................................34  Table  10:  Time  for  which  the  graduate  has  been  employed  at  the  current  job .........................35  Table  11:  How  graduates  got  information  about  job  availability ............................................36  Table  12:  Relevance  of  degree  studied  to  the  skills  needed  on  job ............................................37  Table  13:  Relevance  of  Diploma  studied  to  the  skills  needed  on  job ........................................37  Table  14:  Remuneration  of  graduates  by  Academic  Programme.............................................39  Table  15:  Whether  the  job  is  related  to  the  field  of  study .........................................................40  Table  16:  Problems  encountered  by  graduates  during  job  search............................................41  Table  17:  Employment  of  graduates  by  Sector  and  Gender.....................................................43  Table  18:  Most  relevant  courses  per  academic  programme-­‐‑  degree  category ..........................44  Table  19:  Recommended  courses  for  inclusion  in  curriculum  per  academic  programme-­‐‑degree  category ....................................................................................................................................54  Table  20:  Most  relevant  course  unit  per  academic  programme-­‐‑diploma  category ..................62  Table  21:  Recommended  courses  per  academic  programme-­‐‑diploma  category........................64  Table  22:  Further  training  undertaken  by  graduates ..............................................................67  Table  23:  Employment  Vs  Gender ...........................................................................................68  Table  24:  Chi-­‐‑Square  test  for  Employment  Vs  Gender............................................................68  

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Table  25:  Salary  earned  Vs  Academic  Programme ..................................................................69  Table  26:  Chi-­‐‑Square  test  for  Academic  Programme  Vs  Salary  Earned .................................70  Table  27:  Academic  Programme  Vs  being  Employed  or  not....................................................70  Table  28:  Chi-­‐‑Square  test  for  Academic  Programme  Vs  being  Employed  or  not ....................70  Table  29:  Academic  Programme  Vs  Time  to  get  into  gainful  employment .............................71  Table  30:  Chi-­‐‑Square  test  for  Academic  Programme  Vs  Time  to  get  into  gainful  employment..................................................................................................................................................72  Table  31:  Interviewed  employers  by  sector ..............................................................................73  Table  32:  Challenges  faced  by  employers  in  recruiting  graduates...........................................76  Table  33:  Areas  of  excellence  for  different  universities  as  mentioned  by  employers ...............78  Table  34:  Areas  of  excellence  for  diploma  awarding  institutions ............................................79  Table  35:  Academic  programmes  whose  enrollment  is  inadequate..........................................80  Table  36:  Academic  programmes  whose  enrollment  is  adequate .............................................82  Table  37:  Skilled  required  by  employers ..................................................................................83    

List  of  figures  Figure  1:  Distribution  of  graduates  by  gender ........................................................................24  Figure  2:  Setting  of  work  degree  category ...............................................................................27  Figure  3:  Setting  of  work  diploma  category.............................................................................27  Figure  4:  Terms  of  employment  for  the  degree  category..........................................................28  Figure  5:  Terms  of  employment  for  diploma  category .............................................................28  Figure  6:  Time  taken  to  get  into  gainful  employment-­‐‑degree  category ...................................33  Figure  7:  Time  taken  to  get  into  gainful  employment-­‐‑diploma  category ................................33  Figure  8:  Remuneration  of  graduates  by  type  of  award ..........................................................38  Figure  9:  Problems  encountered  by  graduates  -­‐‑degree  category .............................................41  Figure  10:  Problems  encountered  by  graduates  -­‐‑  diploma  category........................................42  Figure  11:  Pursuance  of  further  training  by  academic  award.................................................68  Figure  12:  Methodology  for  recruiting  graduates  into  an  organisation..................................74  Figure  13:  Employer  satisfaction  with  skills  and  knowledge  of  graduates ..............................75  Figure  14:  Areas  suggested  for  improvement  by  employers ....................................................75  Figure  15:  Remedies  to  challenges  faced  by  employers  in  recruiting  graduates......................77  Figure  16:  Whether  some  Higher  Eduaction  institutions  are  better  than  others ....................78    

 

 

 

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Acronyms  

ICT   Information  and  Communication  Technology  

IT   Information  Technology  

IUIU   Islamic  University  in  Uganda  

MAK   Makerere  University  

MISR   Makerere  Institute  of  Social  Research  

MUST   Mbarara  University  of  Science  and  Technology  

NCHE   National  Council  for  Higher  Education  

NDP   National  Development  Plan  

NTC   National  Teachers’  College  

SWASA   Social  Work  and  Social  Administration  

UBOS   Uganda  Bureau  of  Statistics  

UCU   Uganda  Christian  University  

UMU   Uganda  Martyrs  University  

UNFPA   United  Nations  Fund  for  Population  Activities    

UTC   Uganda  Technical  College  

 

 

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Acknowledgement    

The  production  of   this  Tracer  Study  Report  has  been  a  difficult   task.  Nevertheless,  team  spirit  at  the  Council  has  made  it  easier  to  compile  and  produce  this  report.      

I  would  like  to  thank  all  academic  institutions  which  provided  2005  graduation  lists  as   well   as   contacts   for   the   graduates   in   an   accurate   and   timely   manner.   Special  thanks   also   go   to   the   graduates   and   employer   institutions   who   took   time   to   fill  questionnaires   despite   their   busy   schedules.   The   National   Council   for   Higher  Education  is  very  indebted  to  the  Ministry  of  Education  and  Sports  for  their  support.      

I  would  personally  like  to  thank  all  staff  at  the  Council  Secretariat  who  participated  in  data  collection  and  supervision  for  their  endurance  to  achieve  accurate,  consistent,  complete   and   timely   data.   I   am   hopeful   that   information   collected   will   not   only  improve  the  curriculum  of  the  surveyed  academic  programmes  in  Uganda  but  also  in  the  East  African  Community.      I   appreciate   the   work   done   to   produce   the   Tracer   Study   Report   by   the   Research,  Development  and  Documentation  for  managing  all  the  work  involved  and  encouraging  its   completion.   I   would   like   to   extend   special   thanks   to   Ms.   Maria   Nakachwa   who  designed   the  data   collection   instrument,   collected,   analyzed,   typed   and   supervised   all  stages  of  the  report  production.  Thank  you  very  much  Maria.    I  again  thank  all  people  and  institutions  for  the  cooperation.    Prof.  Moses  L.  Golola  Ag.  Executive  Director                    

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Executive  Summary  

Rationale  for  conducting  regular  tracer  studies  by  NCHE  The  National   Council   for  Higher   Education   (NCHE)  was   established  with   overall  mandate   to   regulate  higher   education   in  Uganda.  One  of   the   core   functions  of   the  NCHE  is  to  promote  and  develop  the  processing  and  dissemination  of   information  on   higher   education   for   the   benefit   of   the   people.     Therefore,   NCHE   needs   to  periodically   conduct   research   into   Universities   and   Other   Tertiary   Institutions   in  order   to   advise   the  Minister   responsible   for   education   and   the   general   public   on  higher  education  in  a  consistent  and  reliable  manner.        

Different  higher  education  institutions  need  to  embrace  new  skills  and  knowledge  at  regular  periods  in  order  to  meet  the  challenges  of  a  dynamic  and  unstable  economic  climate.  Hence  NCHE   conducts   tracer   studies   to   establish  whether   the   knowledge  and   skills   acquired   by   graduates   are   adequate   in   the   job   market.   Tracer   surveys  usually  involve  both  graduates  and  employers  and  their  findings  in  many  cases  form  the  basis  for  curriculum  review  for  academic  programmes.      

The   2012   NCHE   tracer   survey   was   conducted   for   the   2005   graduates   from   five  Universities   and   four   Other   Tertiary   Institutions.   The   Universities   were  Makerere  University,   Mbarara   University   of   Science   and   Technology,   Islamic   University   in  Uganda,   Uganda   Martyrs   University   and   Uganda   Christian   University.   Other  Tertiary   Institutions   were   Uganda   Technical   College-­‐‑Elgon,   Arapai   Agricultural  College,  Makerere  Business   Institute  and  Gulu  School  of  Clinical  Officers.  Thirteen  degree  programmes  were  considered  and  these  were;    Medicine,  Agriculture,  Food  Science   and   Technology,   Engineering,   Biological   and   Physical   Sciences,   Computer  Science,   Science  with  Education,   Social   Sciences,   Industrial  Art   and  Design,  Music  and   Performing   Arts,   Arts   with   Education,   Development   Studies   and   Mass  Communication.  Furthermore,  consideration  was  made  for  six  diploma  programmes  which   included;   Building   and   Civil   engineering,   Electrical   and   Mechanical  Engineering,   Clinical   Officers   Diploma,   Agriculture   and   Animal   Husbandry,  Business  Administration  and  Procurement  and  Logistics.    

The   study   targeted   a   total   sample   of   1671   students.   Simple   random   sampling  was  used  to  select  graduates  to  be  interviewed  while  employers  of  those  graduates  that  were  interviewed  automatically  entered  the  sample  of  employers.  Data  was  mainly  collected  by   interviewer  administered  questionnaires   and   in  a   few  cases   telephone  and  mail  interviews  were  used.  

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Sampled  graduates  and  response  rates  Overall  the  study  reached  out  to  1248  graduates  of  which  474  (37.98%)  were  female  while  774   (62.02%)  were  male.  Those  with  University  degrees  were  1069  while  179  were  diploma  holders.  The  overall  response  rate  was  65.9%  which  was  higher  than  that  of  the  2006  study  that  stood  at  52%.    

Employment  status  A  total  of  951   (76.2%)  graduates  were  engaged   in   formal  employment,  237   (19.0%)  were  self  employed,  58  (4.6%)  were  not  employed  at   the  time  of   interview  but  had  ever  been  employed  and  only  2  (0.2%)  graduates  have  never  been  employed.    Out  of  the  1248  graduates  interviewed,  873  (70%)  worked  in  urban  areas,  365(29.2%)  worked  in  rural  areas  and  only  10  (0.8%)  worked  abroad.  As   far   as   employment   terms   are   concerned,   596   (62.7%)   graduates   who   were  employed  had  permanent  jobs  while  298(31.3%)  were  on  contractual  terms.  

Time  taken  to  get  employment  For   the   time   taken   to  get   into  gainful   employment,     95.5%  of  medical  doctors   and  92.6%   clinical   officers  got   into   gainful   employement   in   less   than   a   year   and   these  were   the   highest   for   the   degree   and   diploma   category   respectively.   On   the   other  hand   fewer   social   scientists   got   into   gainful   employment  within   their   first   year   of  graduation   with   a   percentage   of   55.7%.   In   the   diploma   category   only   28.6%   of  holders  of  a  diploma  in  business  administration  got  into  gainful  employment  within  the  year  of  graduation.    

Information  as  to  the  existence  of  employment  The   highest   number   of   graduates   (33.6   %)   in   the   degree   category   employed   got  information   through   a   relative   or   friend   while   their   counterparts   in   the   diploma  category  31.6  %  got  this  information  from  the  newspapers.      

Relevance  of  skills  imparted  by  education  institutions    We  also   observed   that   71.4%  of   the  diploma  holders   found   their   higher   education  training  very  relevant  to  the  skills  required  by  their  employers.  On  the  other  hand,  university  graduates’  training  was  not  exactly  linked  to  skills  required  by  employers.  Only  49.5%  degree  holders  found  their  training  very  relevant  to  the  skills  needed  in  job  market.      

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Furthermore,  85.2%  of  graduates  with  degrees  were  engaged  in  employment  that  is  related   to   their   courses  of   study.  Only  14.2%  were  engaged   in   formal  employment  that  is  unrelated  to  their  fields  of  study.  The  study  found  that  97.7%  of  the  diploma  holders  were  contracted  in  jobs  related  to  their  respective  disciplines  and  only  2.3%  were  doing  work  unrelated  to  their  fields  of  study.    

Remuneration    As  far  as  remuneration  of  graduates   is  concerned,    engineers  were  the  most  highly  paid  with  87.3%  of  the  interviewed  earning  over  Shs1,000,000  followed  by  computer  scientists  at  77.9%  while  teachers  of  both  arts  and  science  subject  were  the  least  paid  with  only   12.4%  and  18.2%  earning  over   Shs1,000,000   respectively.   In   the  diploma  category,  electrical  and  mechanical  engineers  were  the  most  highly  paid  with  30.8%  of  them  earning  more  than  Shs1,000,000  while  agriculturalists  were  the  list  paid  with  only  8.3%  earning  more  than  Shs1,000,000.    

Sectors  that  employed  most  graduates  Looking  at  employment  of  graduates  by  sector,  secondary  education  employed  the  highest  number  of  graduates,  18.2%,  followed  by  higher/tertiary  education  at  10.8%,  health  at  9.2%  and   then   finance  and  banking  which  employed  7.6%.  Sectors  which  employed   fewer   numbers   of   graduates   were   mining,   religious   organizations,  judiciary,   hotel   and   tourism.   For   the   diploma   category,   Local   Governments  employed   the   highest   number   of   graduates;   that   is   30.1%,   followed   by   Health   at  20.3%,  Agriculture  at  13.5%  and  construction  at  7.5%.  No  graduates  in  this  category  were   employed   in   the   research,  mining,   insurance,  media,   secondary   education   as  well  as  the  hotels  and  tourism.    

Pursuance  of  further  studies  Looking  at  further  studies  pursued  by  graduates,  it  was  observed  that  more  degree  holders,   that   is   819   (76.6%),   went   for   further   studies   when   compared   to   their  diploma  counterparts   that   is   114(63.6%).  This   could  be   the   reason  why  knowledge  production  through  research  is  not  as  high  as  it  should  be.    

Determinants  of  employment  Chi-­‐‑Square   tests   for   independence   between   variables   revealed   that   a   graduate’s  being   employed   or   not   is   dependent   on   the   academic   programme   pursued   and  gender.  The  salary  earned  and  the  time  taken  to  get  into  gainful  employment  were  also  dependent  on  the  academic  programme.    

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Employer  needs  and  information  The  most   commonly   used   recruitment   procedures   by  different   organizations  were  newspaper/   radio/   Internet   advertisements   followed   by   internal   company   adverts  and   direct   applications   from   graduates.   Out   the   85   employers   contacted,   50  employers   (59%)   said   they   were   satisfied   with   the   knowledge,   skills   and   level   of  performance  of  graduates.  On  the  other  hand  35  employers  (41%)  said  they  were  not  satisfied   with   the   knowledge   and   skills.   The   most   emphasized   areas   for  improvement  were  the  provision  of  hands  on  training  in  higher  education  followed  by   ethics,   computer   skills,   the   attitude   of   graduates   towards   work   and  accountability.    

Challenges  faced  by  employers  Some   of   the   challenges   faced   by   employers   in   recruiting   graduates   were   poor  remuneration  which  was  cited  by  32  employers,  followed  by  lack  of  practical  skills,  high   labour   turn   over,   poor   attitude   of   graduates   towards   work   and   lack   of  experience.      

Remedies  to  challenges  encountered  As   remedies   to   these   challenges,   most   employers   conduct   induction   courses   and  capacity  building  training.  The  two  methods  were  cited  by  27  (29.4%)  and  9  (10.4%)  respectively.      

Performance  of  higher  education  institutions  A   total   of   65   (83%)   employers   confirmed   that   some   higher   education   institutions  perform  better  than  others  and  only  13  (17%)  employers  said  all  institutions  are  the  same.  As   far   as   engineering   is   concerned,   55.3%  of   the   employers   said  Kyambogo  University  produced  better  engineers  while  37.6%  of  the  employers  affirmed  that  it  is   Makerere   University   that   produced   better   engineers.   In   the   field   of   Medicine,  23.5%   of   the   employers   said   Mbarara   University   of   Science   and   Technology  produced  better  doctors  followed  by  Makerere  University  at  14.1%.      

Programmes  where  enrolment  should  increase  A   total   of   16   academic   programmes  were  mentioned   by   at   least   one   employer   as  having  inadequate  enrollment  levels  at  higher  institutions  of  learning.  Programmes  at   the   top   of   this   list   were   Medicine,   Engineering   and   Science   with   Education.  Furthermore,   employers   suggested   a   number   of   programmes  whose   enrollment   is  seemingly   adequate   and   the   top   three   were   Arts   with   Education,   Business  Administration  and  Social  Sciences.  

6  

 

Employers   emphasized   that   higher   education   institutions  must   give  more   time   to  practical  courses  (28.2%),  communication  and  interpersonal  skills  (24.7%),  leadership  skills  and  entrepreneurship  (16.5%).            

7  

 

CHAPTER  1:  INTRODUCTION  

1.2 Background

The  National  Council  for  Higher  Education  (NCHE)  is  mandated  by  the  Universities  

and  Other   Tertiary   Institutions  Act   2001   to   collaborate  with   relevant   Government  

Departments,  private  sector,  or  other  institutions  of  higher  education  to  evaluate  the  

overall   national   manpower   requirements   and   recommend   solutions   to   the  

requirements.  Useful  recommendations  about  trained  human  resource  requirements  

can  only  be  made  by  the  NCHE  when  there   is  reliable  data  about   the  employment  

status  of  graduates   from  higher   education   institutions   in  Uganda.  To   this   end,   the  

NCHE   conducts   tracer   studies   to   establish   where   graduates   are   employed   with  

respect   to   their   fields   of   study.   Further   to   establishing   where   graduates   are,   the  

NCHE   is   able   to   assess   the   relevance   of   different   academic   programmes.   It   is  

through   tracer   studies   that   NCHE   can   know   whether   the   skills   and   knowledge  

acquired  by   students   are  up   to  date   and   cope  with   the   levels   of   technology   in   the  

labour  market  and  subsequently  set  minimum  standards  for  courses  of  study.  This  

assessment   is   emphasized  by  authors   like  Abu  Baker  et   al,   (2009),  who  affirm   that  

the  purpose  of  education  is  to  enable  society  to  have  a  command  of  knowledge,  skills  

and   values   for   achieving   a   country’s   vision   of   attaining   the   status   of   a   fully  

developed  nation  in  terms  of  economic  development,  social   justice,  spiritual,  moral  

and  ethical  strength.  They  go  on  to  add  that  education  helps  a  society  to  unite  and  to  

become   liberal   and   democratic.   Therefore,   NCHE   seeks,   among   other   things,   to  

define  the  training  that  meets  the  requirements  of  the  nation.  NCHE  does  so  through  

constant   monitoring   of   the   higher   education   institutions   to   ensure   that   their  

graduates   can   cope   with   the   ever   changing   knowledge   and   skills   in   the   labour  

market.  NCHE  also  realizes   that   the  major  aim  of  education   in   the  global  age   is   to  

produce   thinking,   adaptable   and   retainable   graduates   that   can   adapt   to   changing  

local   and   international   market   demands.   That   is   why   one   of   the   major   reasons  

8  

 

NCHE   conducts   regular   Tracer   Studies   is   to   establish   Uganda’s   human   resource  

requirements   and   evaluate   academic   programmes   to   find   out  whether   they   fit   the  

purpose  for  which  they  are  offered  by  institutions  of  higher  learning.    

1.2 Objectives

The   general   objective   of   this   tracer   study   was   to   track   down   higher   education  

graduates  from  some  of  Uganda’s  accredited  institutions  and  establish  whether  the  

knowledge   and   skills   acquired   at   higher   education   institutions   meet   the   current  

demands  in  the  labour  market.  More  specifically,  the  study  sought  to:    

a) Establish  occupations  of  higher  education  graduates  in  relation  to  their  field/s  of  

training.  

b) Determine   the   means   by   which   graduates   get   to   know   about   employment  

opportunities  in  the  job  market.  

c) Establish  employment  rates  of  graduates  for  different  academic  programmes.  

d) Establish  the  difficulties  encountered  by  graduates  during  the  job  search.  

e) Establish  waiting  times  for  first  employment  and  associated  reasons.  

f) Provide  comprehensive  information  on  labour  market  outcome  of  the  graduates.  

g) Establish  most  relevant  course  units  in  different  academic  programmes.    

h) Suggest  courses  that  would  be  added  to  the  curricular  of  different  programmes  to  

make  them  more  marketable.  

i) Establish  if  graduates  take  the  initiative  of  going  for  any  further  training.  

j) Know  how  employers  recruit  graduates  into  their  organizations.  

k) Establish   the   level  of   employer   satisfaction  with   regard   to  graduate  employee’s  

knowledge,  skills  and  level  of  performance.  

l) Establish  areas  that  need  improvement  in  higher  education  from  employers.  

m) Establish  the  academic  programmes  whose  enrolment  needs  to  be  increased.  

n) Advise  on  database  and  data  collection  instruments  that  would  enable  NCHE  to  

bi-­‐‑annually  conduct  tracer  studies.  

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1.3 Rationale

There  have  been  a  number  of  articles  in  print  media  in  Uganda  suggesting  that  there  

is   low   productivity   from   Uganda’s   labour   force.   The   2010   State   of   Uganda  

Population   Report   published   by   United   Nations   Fund   for   Population   Activities  

(UNFPA)  states  that  generally,  labour  productivity  in  Uganda  is  still  very  low.  The  

value  added  per  worker  in  Uganda  is  believed  to  68  percent  lower  than  that  in  India  

and   96   per   cent   lower   than   in  China.   Tanzania'ʹs   labour   productivity   is   28   percent  

higher  than  that  of  Uganda  according  to  the  National  Development  Plan  (NDP)  2010.  

It  is  believed  that  for  every  one  Kenyan,  Uganda  has  to  employ  six  people  to  do  a  job  

that  would  be  done  by  one  Kenyan  and  one  Tanzanian  can  do  a   job  done  by   four  

Ugandans.   The   report   associates   this   low     productivity   to   number   of   factors  

including;   unemployment,   underemployment,   lack   of   skills,   lack   of   modern   and  

appropriate   technologies,   poor   work   culture,   traditional   cultures   and   systems,  

gender  relations,  inadequate  and  poor  state  of  economic  infrastructure,  lack  of  land  

and  other   factors  of  production.  Furthermore,   the   report  mentions   that  despite   the  

large   and   fast   growing   youthful   labour   force   and   the   Government'ʹs   efforts   to  

provide  education  and  training  at  various  levels,  the  country  continues  to  experience  

deficits  in  the  supply  of  skilled  human  resources.  This  constraint  is  associated  with  

quality   issues   in   the   education   system   and   an   education   system   which   is   not  

responding  to  the  skills  requirements  of  the  job  market.  

For   an   education   system   to   respond   to   market   demands   there   has   to   be   reliable  

information  on  which  policy  changes  can  be  based.  Since   its   inception   in  2001,   the  

NCHE   reviewed   and   accredited   a   number   of   academic   programmes   in   order   to  

make   graduates   more   employable.   Accreditation   of   programmes   involves   taking  

into   account   the   contents   of   the   proposed   programme,   its   academic   quality   and  

relevance  to  society.    The  intended  programme  objectives  should  be  in  line  with  the  

prevailing  market   demand   for   the   specific   skills.  However,   since  market   demands  

change   in   this   digital   age,   care   is   always   taken   to   make   programmes   flexible.  

10  

 

Therefore,   review   of   curricular   is   a   continuous   process.   To   get   an   idea   on   how   to  

improve  some  academic  programmes,  NCHE  carried  out  it  first  tracer  study  in  2006  

covering   the   cohort   of   2002   graduates.   Some   of   the   findings   suggested   changes   in  

some   academic   programmes   and   these   were   communicated   to   different  

stakeholders.   NCHE   hopes   that   findings   were   implemented   by   stakeholders.   The  

2012   tracer   study  was  premised  on   the  belief   that   the   lessons   learnt   from   the  2006  

tracer  study  were   implemented  by  stakeholders.   It   is   the  hope  of  NCHE  that   these  

two  studies  can  guide  parents,  students,  the  public  and  government  to  adopt  policies  

that  can  make  education  relevant  to  society.    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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CHAPTER  2:  LITERATURE  REVIEW  

2.0 Tracer studies in Uganda

Several   higher   education   institutions   in   Uganda   have   conducted   tracer   studies  

during   the   past   two   decades   to   establish   where   their   graduates   are   employed.  

However,  most   institutions   have   not   published   their   findings   due   to   a   number   of  

factors.   The   absence   of   information   on   tracer   studies   makes   it   hard   to   obtain  

benchmark  data  for  making  reasonable  sample  size  estimates  for  subsequent  tracer  

studies.    As  a  result,  reviewed  literature  was  limited  to  those  study  reports  that  were  

accessible.   Much   as   it   is   a   requirement   by   NCHE   that   all   higher   education  

institutions  conduct   tracer  studies,   they  have  not  done  so  citing   funding  problems.  

Most   of   the   graduate   tracer   and   employers’   expectations   studies   that   are   readily  

available  were  either  at  Makerere  University  or  used  Makerere  University  graduates  

as   key   respondents   save   for   NCHE/Makerere   Institute   of   Social   Research   (MISR)  

2006  tracer  study.    Table  1  lists  some  of  these  studies.  

Table  1:  Previous  tracer  studies  in  Uganda  

Authors   Year  of  study   Title  

Sample  size  

Cohort/s    

Kibirige  M.  and  Nakayiwa.  F.   1997   Employment  opportunities  for  Makerere  University  Graduates  

 600  

 1991-­‐‑1995  

Mayanja  K  ,    Nakayiwa  F,  et  al   2001   A  Comparative  Study  of  Graduates  of  the  Faculties  of  Arts  and  Faculties  of  Science  

412   1996-­‐‑1998  

Kirumira  E.  and  Bateganya.  F.   2003   Where  has  all  the  Education  gone  in  Uganda?  Employment  Outcomes  Among  Secondary  and  University  Leavers  

500   1980,1988,  1994,1999  

Ndungutse  D.   2005   Tracer  Study  for  1980-­‐‑2001  Graduates  of  Faculty  of  Medicine,  Makerere  University  

356   1980-­‐‑2001  

NCHE/MISR   2006   Tracer  study  for  graduates  from  selected  universities  and  tertiary  institutions  

566   2002  

 

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Five  tracer  study  reports  were  accessed  as  shown  in  table  1.  Below  are  some  of  the  

pertinent  factors  relevant  to  the  current  study.  

The  Kibirige  and  Nakayiwa  (1997)  study  was  aimed  at  determining   the  absorptive  

capacities  for  graduates  of  Faculties  of  Medicine,  Engineering,  Social  Sciences,  Arts,  

Science   and   Law.   It   also   probed   into   how   long   it   took   graduates   of   the   said  

disciplines   to   get   employed,   their   pay   levels   and   job   matches   given   their  

qualifications.  

The  Mayanja  et  al  (2001)  study  was  comparing  the  performance  of  Bachelor  of  Arts  

graduates   (representing  arts  and  humanities)   to   that  of  Bachelor  Science  graduates  

(representing  all  the  sciences).  Its  objective  was  to  ascertain  whether  graduates  of  the  

general  science  courses  have  a  higher  probability  of  securing  employment  than  those  

of  general  arts  courses  and  whether  there  are  no  employment  prospects  for  Faculty  

of  Arts  graduates.  It  also  explored  the  employment  sectors  for  graduates  from  both  

faculties.    

The  Kirumira  and  Bateganya    (2003)  study’s  main  objective  was   to  collect  accurate  

information   on   the   current   whereabouts,   activities   as   well   as   the   employment  

histories   of   Makerere   University   graduates   and   secondary   school   leavers   who  

completed  their  studies  between  1980  and  1999.  The  main  issues  of  inquiry  focused  

on   employment   and   career   experiences,   employment   opportunities   in   public   and  

private  work  places  (including  self  employment),  relationship  between  employment  

and   training   (job  match),   differences   in   labour  market,   experiences  due   to   gender,  

socio-­‐‑economic   status   and   rural   and   urban   differentials,   education   quality   and  

relevance,   and   mobility   and   international   migration   of   faculties   of   medicine,  

engineering,  agriculture,  education  and  commerce.  This  study  provides  both  useful,  

factual  and  methodological  insights  which  were  used  in  the  current  tracer  study.  

 

13  

 

The   Ndungutse   (2005)   study   aimed   at   identifying   employment   opportunities   for  

faculty   of   medicine   graduates   who   finished   university   studies   between   1980   and  

2001.   In   addition   it   looked   at   mobility   patterns,   education   relevance   in  

employment/labour   market   and   evaluated   the   performance   of   graduates   of   the  

faculty  of  medicine  at  their  places  of  work.  

The  NCHE/MISR  (2006)  tracer  study  also  aimed  at  establishing  where  graduates  are  

employed  in  addition  to  finding  out  how  long  it   took  graduates  to  get   into  gainful  

employment.  However,  this  study  involved  nine  higher  education  institutions  when  

compared  to  the  other  reviewed  tracer  studies  that  engaged  graduates  from  a  single  

institution.   Researchers   were   thus   able   to  make   comparisons   between   institutions  

and  academic  programmes.    

The   common   goal   in   all   these   studies   was   establishing   where   graduates   are  

employed  in  their  areas  of  specialization  at  higher  education.  There  are,  however,  a  

number  of  variations  as  far  as  sample  sizes,  cohort  and  methodology  are  concerned.    

When   compared   to   the   2006   tracer   study   conducted   by   the  NCHE   and  MISR,   the  

2012  tracer  increased  the  number  of  academic  programmes  from  twelve  to  eighteen.  

The   total   number   of   graduates   interviewed   also   increased   from   566   graduates   to  

1248   students.   Furthermore,   in   2006   employers   were   selected   randomly   and  

therefore   a   general   assessment   of   graduates   was   made.   In   the   current   study,   an  

employer  filled  a  questionnaire  only  if  he  was  employing  interviewed  graduates  and  

therefore  employer’s  assessment  is  essentially  for  the  2005  graduates.  

2.1 Tracer studies in other parts of the world

The  study  also  reviewed  tracer  survey  literature  from  other  parts  of   the  world  and  

found   that   different   countries   all   over   the   world   are   trying   to   create   closer   links  

between   the   needs   and   purposes   of   their   higher   education,   the   local   and   regional  

labour   markets,   and   their   national   economies.   This   is   largely   a   result   of   an  

14  

 

international   consensus   which,   though   contested,   argues   that   people   and  

organizations  need  to  embrace  new  skills  and  knowledge  at  regular  periods  in  order  

to   meet   the   challenges   of   a   much   more   dynamic   and   unstable   economic   climate  

(Unwin,   2003).   Such   developments   ask   important   questions   of   national   education  

systems   in   terms   of   curriculum   content,   teaching   and   learning   processes,   skills  

acquisition   and   expertise   of   educational   professionals.   In   an   environment   where  

there   is   lack  of  a  systematic  and  accurate  examination  of  employment  outcomes  of  

higher  education,  it  is  difficult  to  establish  any  link  between  the  economy,  education  

and   labour   markets.   Therefore,   tracer   studies   could   provide   useful   ideas   of  

maintaining  curriculum  relevance  and  enhancing  marketability  of  higher  education  

graduates.      

The   University   of   Dar   es   Salaam   conducted   a   tracer   study   in   2003   in   a   quest   for  

academic   improvement.   One   of   its   major   conclusions   was   the   need   to   establish   a  

balance   between   theory   and   practical   skills   in   all   undergraduate   and   diploma  

programmes   in   the   country.   There   was   also   a   need   to   review   curriculum   for   the  

degree   in   law.   This   was   based   on   the   fact   that   the   graduates   of   law   interviewed  

suggested  revision  of  the  curriculum.  Such  recommendations  concur  with  Guzman  

et  al   (2008)  who  advocated  for  the  use  of  graduate  tracer  studies  as  an  appropriate  

tool   in   determining   institutional   capability   in   preparing   graduates   to   meet   the  

demands   of   the   work   place.   Further,   Millington   (2008)   asserts   that   tracer   studies  

provide  quantitative-­‐‑structural  data  on  employment,   career,  and  character  of  work  

and  related  competencies.  They  reveal  the  relationships  of  education  and  the  market  

and  help  institutions  to  design  appropriate  programmes.  

It   is  thus  imperative  that  NCHE  regularly  conducts  tracer  studies  to  form  the  basis  

for  reviewing  curriculum  content,  teaching  and  learning  processes,  skills  acquisition  

and  expertise  of  higher  education  graduates;   in  order  to  advise  government  on  the  

type  of  graduates  this  country  should  produce.  

15  

 

CHAPTER  3:  METHODOLOGY  The  methods  employed  were  mainly  driven  by  the  above  listed  objectives.  A  series  

of   planning   meetings   were   held   in   order   to   identify   and   review   secondary  

information   on   Uganda’s   accredited   institutions   and   academic   programmes   as   of  

2005.   In  addition,  both   formal  and   informal  discussions  with   some  key   informants  

were  held  to  generate  operational  definitions  of  some  study  variables  that  were  to  be  

used  in  the  design  of  the  main  survey  instruments.  The  following  were  identified  as  

key  documents  for  in-­‐‑depth  analysis  during  the  tracer  study:  

• NCHE  tracer  study  report  published  in  January  2007  

• List  of  accredited  institutions  as  of  2005  

• List  of  accredited  programmes  in  the  identified  institutions  as  of  2005  

• Graduation  books/lists  for  2005  from  these  institutions  

3.1 The Target Population

Essentially,   the   target   population   constituted   of   all   2005   graduates   traced   from  

existing  accredited  institutions  irrespective  of  the  academic  programmes.  However,  

considering   the   vast   array   of   study   programmes   that   were   in   existence   in   the  

institutions,   it   would   require   a   large   sample   size   for   the   study   results   to   be  

meaningful.    This  could  not  be  achieved  due  to  budgetary   limitations.  Therefore,  a  

few  institutions  and  academic  programmes  were  selected  from  the  2005  cohort.  On  

the  other  hand,  employers  were  not  sampled  but  the  graduates   interviewed  would  

lead  us  to  the  employers.  

3.2 Selection of Study Institutions

At  the  time  of  conducting  the  2012  tracer  study,  Uganda  had  29  Universities  and  148  

tertiary  (non-­‐‑degree  awarding)  institutions.  It  was  thought  ideal  to  select  universities  

that  had  graduated  students   for  at   least  eight  years  at   the   time  of   the  study.  Other  

factors   considered   included;   whether   public   or   private,   regional   spread,   religious  

16  

 

affiliation,   student   enrolment   levels   and   number   of   academic   programmes.     The  

following  Universities  were  thus  selected;  

• Makerere  University  (Mak)  –  Central  Region  

• Mbarara  University  of  Science  and  Technology  (MUST)  -­‐‑    Western  Region  

• Islamic  University  in  Uganda  (IUIU)  -­‐‑    Eastern  Region  

• Uganda  Martyrs  University  (UMU)  –  Central  Region  and    

• Uganda  Christian  University  (UCU)  –  Central  Region  

For   tertiary   institutions,   the   accreditation   status   of   an   institution   as   of   2005   was  

considered  a  key  factor  for   inclusion  in  the  tracer  study  in  addition  to  the  criterion  

listed  for  universities  above.  Based  on  those  criteria,  the  following  institutions  were  

selected;    

• Uganda  Technical  College,  Elgon  –  Eastern  Region  

• Arapai  Agricultural  College  –  Eastern  Region  

• Makerere  Business  Institute  –  Central  Region  

• Gulu  School  of  Clinical  Officers  –  Northern  Region  

3.3 Selection of Academic Programmes

Different  factors  were  considered  for  inclusion  of  a  programme  in  this  tracer  study    

and  some  of  them  are;  

• A  programme  must  have  been  in  existence  for  at  least  5  years  before  2005  

• Academic  programmes  that  were  not  included  in  the  previous  tracer  study  

• The  number  of  graduates  in  a  programme    

• The  availability  of  a  particular  programme  in  all  the  institutions    

Based  on   the  above  criteria   the  academic  programmes   in  Table  2  were  selected   for  

both  the  degree  and  diploma  categories  

 

 

 

17  

 

Table  2:  Selected  Academic  Programmes  

DEGREE  PROGRAMMES   DIPLOMA  PROGRAMMES  a)              Degree  in  Medicine   Diploma  in  Building  and  Civil  Engineering  b)              Degree  in  Agriculture   Diploma  in  Electrical/Mechanical  Engineering  c)              Degree  in  Food  Science  and  Technology   Diploma  for  Clinical  Studies  d)              Degree  in  Electrical/Civil/Mechanical  Engineering   Diploma  in  Agriculture/Animal  Husbandry/Crop  e)              Degree  in  Sciences  (Biological  and  Physical)   Diploma  in  Business  Administration  f)              Degree   in   Computer   Science   and   Information  

systems  

Diploma  in  Procurement  and  Logistics  Management  g)              Degree  in  Science  with  Education    h)              Degree  in  Social  Sciences/SWASA    i)                  Degree  in  Industrial  Art  and  Design    j)                Degree  in  Music/Dance  /Drama/Performing  Arts    k)              Degree  in  Arts  with  Education    l)                  Degree  in  Development  Studies    m)          Degree  in  Mass  Communication    

3.4 Sample Size calculation and determination

The  sample  size  for  this  tracer  study  was  calculated  using  equation  1.  

 

Where:    

n  is  the  required  sample  size  

t  is  the  confidence  level  which  we  can  set  to  95%  leading  to  1.96  from  the  z-­‐‑tables  

p  estimated  unemployment  rates  i.e.  32%  among  the  youth  from  UBOS  

m  anticipated  error  margin  which  we  can  set  to  2%  

Using   the   quantities   in   Equation   1   resulted   into   a   sample   size   of   2088   graduates.  

Sample  size  determination  then  had  to  be  done  based  on  the  budget  and  constraints  

on  the  organization  of  field  work.  We  thus  settled  for  a  sample  size  of  1200  graduates  

but  made  a  40%   increase   to  compensate   for  any  untraceable  graduates.   In  Table  3,  

we  display  the  different  target  sample  size  contributions  by  institution  and  academic  

programme.  

 

 

18  

 

Table  3:  Sample  size  contribution  by  Institution  and  Academic  Programme  

                       BACHELORS   MAK   MUST   UMU   UCU   IUIU   TOTAL  

a)              Degree  in  Medicine   50   50   0   0   0   100  b)              Degree  in  Agriculture   50   0   0   0   0   50  c)              Degree  in  Food  Science  and  Technology   25   0   0   0   0   25  d)            Degree  in  Electrical/Civil/Mechanical  Engineering   140   0   0   0   0   140  e)              Degree  in  Sciences  (Biological  and  Physical)   30   0   0   20   0   50  f)                Degree  in  Computer  Science  and  Information  systems   50   10   0   0   10   70  g)              Degree  in  Science  with  Education   30   70   0   0   20   120  h)              Degree  in  Social  Sciences/SWASA   60   0   0   100   30   190  i)                  Degree  in  Industrial  Art  and  Design   50   0   0   0   0   50  j)                Degree  in  Music/Dance  /Drama/Performing  Arts   35   0   0   0   0   35  k)              Degree  in  Arts  with  Education   60   0   85   60   100   305  l)                  Degree  in  Development  Studies   0   60   0   30   0   90  m)          Degree  in  Mass  Communication   60   0   31   60   50   201  SUB-­‐‑TOTAL   640   190   116   270   210   1426    DIPLOMA  PROGRAMMES   UTC  

ELGON  

GULU   ARAPAI   MBI      a)              Diploma  in  Building  and  Civil  Engineering   30   0   0   0     30  

b)              Diploma  in  Electrical/Mechanical  Engineering   30   0   0   0     30  

c)              Diploma  for  Clinical  officers   0   50   0   0     50  

d)              Diploma  in  Agriculture/Animal  Husbandry/Crop   0   0   80   0     80  

e)              Diploma  in  Business  Administration   0   0   0   50     50  

f)                Diploma  in  Procurement  and  Logistics  Management   0   0   0   5     5  

SUB-­‐‑TOTAL             245  OVERALL  TARGET  SAMPLE             1671  

3.5 Sampling Technique for Graduate Tracer Study

Institutions  and  academic  programmes  were  considered  as  strata  in  order  to  obtain  

estimates   for   these   subgroups.   Simple   random   sampling   was   then   used   to   select  

graduates   to   be   interviewed   from   each   academic   programme.   Use   was   made   of  

graduation  lists  from  these  institutions  for  the  different  programmes  listed  in  Table  2.    

In   case   a   programme   was   offered   by   more   than   one   institution,   the   total   sample  

required  was  distributed  among  these  institutions.  We  required  a  response  rate  of  at  

least  60%  and  thus  drawn  samples  were  big  to  enable  us  achieve.  For  programmes  

with   few  graduating   students   like  Music,   Food   Science   and  Technology,  Medicine  

and  Mass  communication  in  some  institutions,  all  the  graduates  were  included  in  the  

samples.    

19  

 

On  the  other  hand,  employers  were  not  sampled  but  those  who  had  employed  2005  

graduates  in  our  sample  filled  the  employer  questionnaire.  This  approach  was  used  

for  employers  because  in  the  event  of  parallel  surveys  for  employers  and  graduates,  

there  is  likelihood  of  an  employer  evaluating  a  wrong  cohort.    

3.6 Study Areas

The  NCHE  is  mandated  to  ensure  that  higher  education  institutions  provide  quality  

education  to  students  so  that  graduates  are  trainable  and  employable  in  any  part  of  

the  world.  Therefore,  the  study  covered  the  whole  country  and  some  few  graduates  

working  abroad.  To  ease  data  collection,  the  country  was  divided  into  four  regions;  

Western,   Eastern,   Central   and   Northern.   All   the   fourteen   research   assistants  

however,  first  worked  in  Kampala  because  it  had  the  biggest  number  of  graduates.    

3.7 Development of Data Collection tools

After   reviewing   the   2006   tracer   study   report   and   making   considerations   for  

budgetary   provisions   for   the   2012   tracer   study,   two   simplified   and   cost   effective  

questionnaires   were   developed.   One   of   them   was   for   collecting   data   from   the  

graduates   and   the   other   for   the   employers.   An   expert   further   reviewed   the  

instruments   to   ensure   that   they   captured   the   data   that   achieves   our   objectives   in  

totality.  The  Library,  Research   and  Documentation  Department   finalized   the   tools.  

Both   instruments   were   then   pretested   which   helped   iron   out   a   number   of   issues  

especially   about   the   logical   flow,   consistency   and   accuracy   in   order   to   obtain  

complete  and  timely  data.  Instruments  used  for  both  graduates  and  employers  are  in  

Appendices  I  and  II    

3.8 Data collection

Fourteen  research  assistants  were  trained  on  how  to  administer  both  questionnaires.  

Contacts   for   some   of   the   sampled   graduates   were   then   obtained   from   their  

institutions  and  the  snowballing  technique  came  in  handy  for  the  selected  graduates  

20  

 

who  did  not  have  a  contact  at  the  institution  file.  Much  as  interviewer  administered  

questionnaires   were   considered   the   core   approach,   the   self,   telephone   and   email  

administered  questionnaires  were  also   completed   in   some  cases.  This  was  because  

interviewers   were   given   a   maximum   of   three   follow   ups   and   outside   that   a   case  

would   be   considered   non   responsive.   Hence   the   listed   alternatives   had   to   be  

employed.  

3.9 Employer Expectations Survey

Most  of  the  respondents  were  the  immediate  supervisors  of  the  sampled  graduates.  

They  were  considered  the  most  appropriate  persons  to  assess   the  higher  education  

graduates  since  they  work  with  them  on  daily  basis  and  can  thus  evaluate  their  level  

of   knowledge   and   skills.   Therefore   our   entry   point   to   any   organization   was   the  

interviewed   graduate.   No   sample   size   was   therefore   determined   a   priori   for   the  

employers.  

3.10 Data Coding and Entry

Data  coding  started  after  receiving  50%  of  the  graduate  questionnaires.  Codes  were  

thus   developed   after   receiving   approximately   830   questionnaires   but   extra  

frequented  responses  were   later  assigned  codes.  One   team  did   the  coding   for  both  

instruments   since   most   of   the   graduate   questions   were   pre-­‐‑coded.     Data   capture  

forms  with   validation   checks  were   done   in  Microsoft   Access   and   thence   the   data  

entry  was  done  in  Microsoft  Access  for  both  questionnaires.  The  analysis  was  done  

in  Microsoft  Access,  Excel  and  SAS.    

3.12 Statistical Hypothesis

Dependencies   between   variables   are   a   common   phenomenon.   In   the   2006  

NCHE/MISR  tracer  study  there  were  observed  differences  in  earning  with  relation  to  

academic  programme,  employment  and  gender  as  well  as  academic  programme  and  

the  time  taken  to  get  into  gainful  employment.    The  independence  of  these  variables  

21  

 

was  tested  using  the  Chi-­‐‑square  test  for  independence.  This  test  basically  addresses  

the  questions  of  whether;    

a) Salary  earned  by  a  graduate  is  independent  of  the  academic  programme  pursued  

b) Being  employed  or  not  is  independent  of  gender  

c) Being  employed  or  not  is  independent  of  the  academic  programme  

d) Time  taken  to  get  into  employment  is  independent  of  the  academic  programme    

Therefore,   the   following   hypotheses   were   tested   in   the   2012   tracer   study   at   a  

significance   level   of   0.05:   that   is   .  Ho   denotes   the   null   hypothesis   and  Ha  

denotes  the  alternative  hypothesis.  

1. Ho:  Salary  earned  by  a  graduate  is  independent  of  the  academic  programme    

Ha:  Salary  earned  by  a  graduate  is  not  independent  of  the  academic  programme    

2. Ho:  Being  employed  or  not  is  independent  of  gender  

Ha:  Being  employed  or  not  is  not  independent  of  gender    

3. Ho:  Being  employed  or  not  is  independent  of  the  academic  programme  

Ha:  Being  employed  or  not  is  not  independent  of  academic  programme    

4. Ho:   Time   taken   to   get   into   employment   is   independent   of   the   academic  

programme  

Ha:   Time   taken   to   get   into   employment   is   not   independent   of   the   academic  

programme  

The  test  statistic  for  independence  is  computed  as  shown  in  equation  2.  

 

Where:  

fij  =  Observed  frequency  for  contingency  table  category  in  row  i  and  column  j  

eij=  Expected  frequency  for  contingency  table  category  in  row  i  column  j  based  on      

the  assumption  of  independence  

22  

 

Expected   frequencies   for   Contingency   tables   Under   the   Assumption   of  

Independence  are  computed  as  shown  in  equation  3.  

 

The  null  hypothesis   is  rejected   if   the  p-­‐‑value   is   less   than  α  which   is  0.05   in   this  

case.  We  can  also  reject  the  null  hypothesis  using  the  test  statistic .  In  which  the  

value  obtained  from  equation  2  must  be  greater  than .  

Results  of  these  hypotheses  are  detailed  in  chapter  4.  

3.12 Methodological Challenges

a) Funding  was   limited   hence  we  were   unable   to   reach   a   sizeable   number   of   the  

2005  graduates  from  the  selected  institutions    

b) Most  of  the  institutions  did  not  keep  databases  for  their  graduates.  In  cases  where  

databases   existed,   they  were  not  up   to  date.   Some   institutions  did  not  want   to  

release  databases  to  a  third  party  despite  the  letter  of   introduction  from  NCHE.  

In   some   cases   where   databases   were   provided,   graduates   had   either   changed  

phone  numbers  or  did  not  want  to  be  interviewed,  particularly  those  who  were  

unemployed.    

c) Some  graduates  wanted  to  be  offered  employment  before  being  interviewed.    

d) Graduates   in  Kampala  and  other  urban  areas  appeared  generally  busy  and  had  

little  time  to  spare  for  seemingly  non-­‐‑productive  purposes.  They  hardly  honored  

appointments   which   made   it   expensive   for   both   research   assistants   and  

supervisors  because  a  number  of  follow  ups  had  to  be  done.    

e) Questionnaires  left  with  respondents  for  completion  and  to  be  collected  at  a  later  

date  yielded  low  returns  and  were  more  time  consuming.    

Some  employers  were  not  willing  to  give  information  to  the  research  assistants  and  

hence   graduates   in   some   institutions   were   not   assessed.   There   was   lack   of  

commitment  despite  several  follow  ups.    

 

23  

 

CHAPTER  4:  FINDINGS  AND  DISCUSSIONS  

We   successfully   conducted   1248   interviews   of   which   1069   were   degrees   and   179  

were  diploma  graduates.  From  tables  4  and  5,  the  approximate  response  rates  for  the  

degree  and  diploma  category  were  64.8%  and  73.1%  respectively  giving  an  overall  

response   rate  of   65.9%  which  was  higher   than   that  of   the  2006   study   that   stood  at  

52%.  This  was  attributed  to  more  organized  alumni  associations  at   institutions  that  

provided  contact  information  and  multiple  follow  ups  from  both  research  assistants  

and   supervisors.   About   5   deaths   were   mentioned   but   no   evidence   was   there   to  

confirm  them  hence  they  are  not  reported.    

Figure  1  summarizes  respondent  distribution  by  gender  a  total  1248  graduates  were  

interviewed.  Overall   474   (37.98%)   graduates  were   female   in   both   categories  while  

774  (62.02%)  were  male  graduates.    

 Table  4:  Degree  field  returns  per  academic  programme  

Degree  Category     MAK   MUST   UMU   UCU   IUIU  

Total  interviewed  per  Programme    

Target    per  Programme  

Non  response  /refused  

No/  Wrong  Contact  

 Medicine   57   21   0   0   0   78   100   9   13  Agriculture   55   0   0   0   0   55   60   3   2  Food  Science  and  Technology   14   0   0   0   0   14   25   5   6  Electrical/Civil/Mechanical  Engineering   90   0   0   0   0   90   140   12   38  Sciences  (Biological  and  Physical)   25   0   1   0   0   26   80   17   37  Computer  Science  and    Information  systems   62   7   0   0   9   78   85   4   3    Science  with  Education  

17   27   0   0   2   46   120   18   56    Social  Sciences/SWASA   72   0   0   79   15   166   190   12   12    Industrial  Art  and  Design   62   0   0   0   0   62   65   3   0  Music/Dance  /Drama/Performing  Artist   14   0   0   0   0   14   35   4   17  Arts  with  Education   144   0   56   40   52   292   455   24   139  Development  Studies   0   35   18   20   0   73   125   32   20  Mass  Communication   33   0   0   32   10   75   170   15   80  Total  interviewed  from  each  University   645   90   75   171   88   1069   1650   158   423                                          Total  target  from  each  University   834   190   146   270   210       1650          

24  

 

 

Table  5:  Diploma  field  returns  per  academic  programme  

Diploma  Category    UTC  Elgon  

Arapai  Agric  Col.  

Makerere  Bus.  Inst  

Gulu  Clin.  Schl.  

Total  interviewed  

Target    per  Programme   Refused  

No  /Wrong  Contact  

Building  and  Civil  engineering   19   0   0   0   19   30   6   5  Electrical/Mechanical  engineering   20   0   0   0   20   30   3   7  Clinical  Officers  Diploma   0   0   0   30   29   50   5   16  Agriculture/Animal  and  Crop  Husbandry   0   71   0   0   71   80   4   5  Business  Administration   0   0   39   0   39   50   2   9  Procurement  and  Logistics  Management   0   0     0   0   5   0   5  Total  interviewed  per  Institution     39   71   39   30   179   245   20   47                                      Target  sample  size  per  Institution   60   80   55   50       245          

 

Figure  1:  Distribution  of  graduates  by  gender  

 

 

 

 

 

 

25  

 

4.10 Employment Status of Graduates

Table  6:  Employment  status  of  interviewed  graduates-­‐‑degree  category  

Academic  Program  Formally  Employed  

Not  Employed  

Never  Been  

Employed  Self  

Employed  Number  

Interviewed  

Percentage  employed  

by  Programme  

Food  Science  and  Technology   14   0   0   0   14   100.0  Music/Dance  /Drama/Performing  Arts   7   0   0   7   14   100.0  Sciences  (Biological  and  Physical)   26   0   0   0   26   100.0  Industrial  Art  and  Design   17   0   0   45   62   100.0  Electrical/Civil/Mechanical  Engineering   79   0   0   11   90   100.0  Agriculture   49   1   0   5   55   98.2  Science  with  Education   44   1   0   1   46   97.8  Computer  Science  and  Information  systems   68   2   0   8   78   97.4  Mass  Communication   58   2   0   15   75   97.3  Arts  with  Education   210   12   0   70   292   95.9  Degree  in  Social  Sciences/SWASA   131   9   1   25   166   94.0  Development  Studies   49   6   0   18   73   91.8  Medicine   66   10   0   2   78   87.2  Total   818   43   1   207   1069    Percentage  of  employed  graduates   76.5   4.0   0.1   19.4   100.0    

From  table  6;  out  of  the  1069  interviewed  2005  graduates,  818  (76.5%)  were  formally  

employed,  207  (19.4%)  were  self  employed,  43  (4%)  were  not  employed  at  the  time  of  

interviews   but   were   formerly   employed.   As   far   as   percentage   of   employment   by  

programme  is  concerned,  Bachelor  of  Medicine  scored  the  least  percentage  because  

the  10  doctors   in   the  not  employed   column  were  engaged   in   fulltime  postgraduate  

studies.  This  percentage  includes  the  self  employed.  

Table  7:  Employment  status  of  interviewed  graduates-­‐‑  diploma  category  

Academic  Programme  Formally  employed  

Not  Employed  

Never  Been  Employed  

Self  Employed  

   Number  Interviewed  

%ntage  employed  by  programme  

Building  and  Civil  engineering   12   1   0   6   19   94.7  Electrical/Mechanical  engineering   13   2   0   5   20   90.0  Clinical  Officers  Diploma   27   3   0   0   30   90.0  Agriculture/Animal    and  Crop  Husbandry   60   5   1   5   71   91.5  Business  Administration   21   4   0   14   39   89.7  Total   133   15   1   30   179      %ntage  of  employed  graduate   74.3   8.4   0.6   16.8          

26  

 

 

From   table   7,   out   of   the   179   interviewed   2005   diploma   holders,   133   (74.3%)  were  

formally  employed,  30  (16.8%)  were  self  employed,  15  (8.4%)  were  not  employed  at  

the   time   of   interviews   but  were   formerly   employed   and   only   one   had  never   been  

employed.   As   far   as   percentage   of   employment   by   programme   is   concerned,   the  

Diploma   in   Business   Administration   scored   the   least   percentage   and   the   reason  

given  most  was  competition  from  other  courses.  

From  tables  6  and  7,  the  overall  estimated  employment  rate  for  the  2005  cohort  was  

95.2%.  

4.11 Setting in which graduates work

Figures  2  and  3,  display  settings   in  which  the  degree  and  diploma  graduates  work  

respectively.  A  total  of  786  (73.5%)  graduates  out  of  the  1069  graduates  in  the  degree  

category  worked  in  urban  areas  while  in  the  diploma  category,  92  (51.4%)  graduates  

out  of   the  179  diploma  holders  worked   in  rural  areas.  No  graduate   in   the  diploma  

category  was  working   abroad.  Overall,   out   of   the   1248   graduates   interviewed   873  

(70%)  worked   in  urban  areas,  365(29.2%)  worked   in  rural  areas  and  only  10   (0.8%)  

worked  abroad.  

 

 

 

 

 

 

 

 

 

27  

 

4.12 Terms of employment for the graduates

Analysis  was  based  on  graduates  in  formal  employment.  From  Figures  4  and  5,  out  

of  the  818  graduates  in  the  degree  category,  544  (67%)  were  employed  on  permanent  

terms.   These  were   followed   by   graduates   on   contractual   terms,   that   is   222   (27%),  

then  those  with  part  time  jobs  were  33(4%)  and  finally  there  were  19(2%)  graduates  

on   temporary   terms.   In   the   diploma   category,   out   of   the   133   graduates   in   formal  

employment,     76(57%)   graduates  were   on   contractual   terms   followed   by   those   on  

permanent   terms   at   52(39%)   and   lastly   temporary   terms  who  were   5(4%).  Overall  

596  (62.7%)  graduates  were  employed  had  permanent  jobs  while  298(31.3%)  were  on  

contractual  terms.  

 

Figure  2:  Setting  of  work  degree  category  

Figure  3:  Setting  of  work  diploma  category  

28  

 

 

 

 

 

 

 

 

Figure  4:  terms  of  employment  for  the  degree  category  

 Figure  5:  Terms  of  employment  for  Diploma  category  

29  

 

A  sizeable  number  of  graduates  (207  degrees  and  30  diplomas)  were  self  employed.  

It  was   thus   relevant   to   establish   if   there  are  any   skills   from   their  higher  education  

training  that  are  vital  in  their  day-­‐‑today  operations.  In  table  8  we  list  the  skills  that  

self   employed   graduates   considered   vital   in   their   day   today   activities   for   each  

academic  programme.  

Table  8:  Vital  skills  for  self  employed  graduates  

Academic  Program   Vital  Skills  

Medicine    

• Medical  out  patients  • Treatment  of  patients  and  referrals  • Minor  surgeries  • Interpersonal  relationships  and  management  

Agriculture   • Crop  management  • Soil  fertility  conservation  • Environmental  management  • Economics  of  production  • Economics  and  accounting  

Electrical/   Civil   and   Mechanical  

Engineering  

• Designing  and  software  • Analytical  thinking  • Management  and  communication  skills  • Project  planning  and  Management  • Infrastructure  engineering  • Design  of  structures  • Communication  skills  • Computer  skills  • Mathematics  • Quantity  surveying  • Accounting  skills  • Power  system  skills  • Digital  electronics  • Construction  technology  • Science  of  materials  

Computer   Science   and  

information  systems    

• Marketing  skills  • Computer  programming    • Research  • Communication  skills/Lecturing  • Computer  repairs  and  installation  • Data  networking  • Project  planning  and  management  

30  

 

• Telecom  installation  • Computer  networking  • Technical  skills  

Science  with  Education   • Communication  skills  • Business  management  skills    

 

Social   Sciences   /   Social  Work   and  

Social  Administration  

• Public  administration  • Qualitative  methods  • Customer  care  • Interpersonal  and  communication  skills  • Political  science  • Time  management  • Critical  thinking  • Management  skills  • Human  rights  and  law  • Microeconomics  • Financial  management  • Psychology  • Problem  solving  • Sensitisation  of  people  • Social  administration  • Business  computing  • Sociology  • Business  Communication  and  Marketing  

 

Industrial  Art  and  Designing  

 

 

 

 

 

 

 

 

 

• Painting  • Interior  Designing  • Graphics  Designing  • Marketing  • Textile  and  Fashion  • Drawing  and  Creativity  • Accounting  and  Finance  • Artwork  • Computer  • Photography  • Business  Management  and  Administration  • Sculpture  • Advertising  Design  and  Business  

Communication  • Fabric  Decoration  and  Textiles  • Publishing  

31  

 

Industrial  Art  and  Designing   • Fashion/Textiles  • Graphics  and  Advertising  • Tinting  and  Weaving  Skills  • Wood  and  Metal  Fabrication  • Interior  Design/Décor  • Communication  Design  • Graphic  Communication  • Exhibition  • Research  • Ethics  of  Design  • Illustration  • Painting  • Fashion  • Oil  Painting  

Music/Dance/Drama/Performing  

Arts  

• Acting  • Customer  care  • Improvisation  • Research  • Project  design  • Dancing  • Performing  on  stage  • Office  setting  and  Management  

 Arts  with  Education   • Public  Administration  and  Relations  

• Record/Book  keeping  • Time  Management  • Educational  Administration  • Leadership  Skills  • Communication  and  Customer  Care  Skills  • Administrative  Skills  • Record  Keeping  • Psychology  • Management    and  Administration  • Writing  • Socialisation  Skills  • Time  Management  • Sociology  • Assertiveness  • Guidance  and  Counselling  Skills  • Foundation  Of  Education  • Planning  Skills  • Curriculum  Studies  

32  

 

• Economics  • English  • Public  Speaking  Skills  • Interpersonal  Skills  • Research  Methods  • Budgeting  Skills  • Time  Budgeting  Skills  • Ethics  and  Integrity  • Teaching  Skills  • Perseverance  Skills  • Supervision  Skills  

Development  Studies   • Rural  and  Community  Development  • Marketing  and  Communication    Skills  • Research  and  Development  Skills  • Training  of  Groups  • Planning  and  Accounting  • Critical  Thinking  • Public  and  Human  Resource  Management  • Child  Psychology  • Entrepreneurship  • Research  Skills  • Business  Economics  • Public  Relations  and  Customer  Care  Skills  • Computer  Skills  • Gender  Development  and  Ethics  

Mass  Communication   • Time  Keeping  • Marketing  and  Sales  • Expressional  and  oral  communication  Skills  • Written  Communication  • Information  Technology  • International  Relations  • Psychology  • Public  Relations  Management  

4.13 Time taken to get into gainful employment

From   figures   6   and   7,   74%   of   degree   and   56%   of   the   diploma   graduates   got   into  

gainful   employment   in   less   than   a   year.   Very   few   graduates   took  more   than   five    

years  to  get  into  gainful  employment.  

33  

 

Figure  6:  Time  taken  to  get  into  gainful  employment-­‐‑degree  category  

 

Figure  7:  Time  taken  to  get  into  gainful  employment-­‐‑diploma  category  

 

Consideration   was   made   for   time   to   get   into   gainful   employement   by   academic  

programme.  From  table  9,    95.5%  of  medical  doctors  and  92.6%  clinical  officers  got  

into  gainful  employement  in  less  than  a  year  which  were  the  highest  for  the  degree  

and  diploma  category  respectively.  On  the  other  hand  fewer  social  scientists  got  into  

gainful  employment  within  their  first  year  of  graduation  with  a  percentage  of  55.7%.  

34  

 

In   the   diploma   category   only   28.6%   of   holders   of   a   diploma   in   business  

administration  got  into  gainful  employment  with  the  year  of  graduation.  

Table  9:  Time  to  get  into  gainful  employment  by  academic  programme  

DEGREE  CATEGORY  

Academic  Programme    <  

1year  1-­‐‑2  yrs  

3-­‐‑4  yrs  

>  5yrs   Total  

%ntage  <  1  yr  

 Medicine   63   3   0   0   66   95.5  Agriculture   30   16   3   0   49   61.2  Food  Science  and  Technology   10   3   1   0   14   71.4  Electrical/Civil/Mechanical  Engineering   67   11   0   1   79   84.8  Sciences  (Biological  and  Physical)   23   3   0   0   26   88.5  Computer  Science  and    Information  systems   56   8   2   2   68   82.4    Science  with  Education   39   4   1   0   44   88.6    Social  Sciences/SWASA   73   34   18   6   131   55.7    Industrial  Art  and  Design   12   4   1   0   17   70.6  Music/Dance  /Drama/Performing  Arts   5   2   0   0   7   71.4  Arts  with  Education   146   48   13   3   210   69.5  Development  Studies   35   8   6   0   49   71.4  Mass  Communication   44   10   2   2   58   75.9  Totals   603   154   47   14   818      %ntage   73.7   18.8   5.7   1.7   100.0          

DIPLOMA  CATEGORY  

Academic  Programme  <  

1year  1-­‐‑2  yrs  

3-­‐‑4  yrs  

>  5yrs   Total  

 %ntage  <  1  yr  

Building    and  Civil  engineering   8   2   2   12   66.7  

Electrical/Mechanical  engineering   7   4   2   13   53.8  

Clinical  Officers  Diploma   25   2   27   92.6  

Agriculture/Animal  and  Crop  Husbandry   29   23   6   2   60   48.3  

Business  Administration   6   14   1   21   28.6  

 

In   this   tracer   study   we   were   also   interested   in   establishing   how   long   graduates  

stayed   on   a   particular   job   after   getting   it.   From   table   10,   we   observe   that   100%  

graduates   from   Biological   and   Physical   sciences,   Music,   Drama   and   Performing  

Artists  had  stayed  on  their   jobs  for  over  a  year   in   the  degree  category  while   in   the  

diploma  category  Agriculturalists  were  more  stable  on  their  jobs  with  96.7%  staying  

on  their  jobs  for  over  a  year.  

35  

 

Table  10:  Time  for  which  the  graduate  has  been  employed  at  the  current  job  

Academic  Programme  Not  

Disclosed   <1year   1-­‐‑2yrs   3-­‐‑4yrs   >5yrs  Total  in  Course    

Total  for  >  1  year  on  job  

%ntage  for  >  

1year  on  job  

 Medicine   1   9   11   19   26   66   56   84.8  Agriculture       6   9   21   13   49   43   87.8  Food  Science  and  Technology       4   1   3   6   14   10   71.4  Electrical/Civil/Mechanical  Engineering       9   11   25   34   79  

70  88.6  

Sciences  (Biological  and  Physical)           5   7   14   26   26   100.0  Computer  Science  and    Information  systems       6   15   22   25   68  

62  91.2  

 Science  with  Education       1   6   9   28   44   43   97.7    Social  Sciences/SWASA       9   35   45   42   131   122   93.1    Industrial  Art  and  Designing       1   4   5   7   17   16   94.1  Music/Dance  /Drama/Performing  Artist               3   4   7  

7  100.0  

Arts  with  Education       6   38   59   107   210   204   97.1  Development  Studies       4   12   14   19   49   45   91.8  Mass  Communication   1   3   14   19   21   58   54   93.1  Totals                                

                                 

Academic  Programme  Not  

Disclosed   <1year   1-­‐‑2yrs   3-­‐‑4yrs   >5yrs   Total        

 

Building  and  Civil  engineering       3   3   4   2   12   9   75.0  

Electrical/Mechanical  engineering   1   1   3   6   2   13   11   84.6  

Clinical  Officers  Diploma   1   2   1   7   16   27   24   88.9  Agriculture/Animal    and  Crop  Husbandry       2   28   20   10   60  

58  96.7  

Business  Administration       1   3   8   9   21   20   95.2  

4.14 Information about job availability

From   Table   11,   the   highest   number   of   graduates   (33.6   %)   in   the   degree   category  

employed   formally   got   information   through   a   relative   or   friend   while   their  

counterparts   in   the   diploma   category   31.6   %   got   this   information   from   the  

newspapers.   We   also   observe   that   very   few   graduates   got   information   about   job  

availability  through  the  use  of  internet  much  as  many  job  postings  are  online.  

36  

 

Table  11:  How  graduates  got  information  about  job  availability  

Information  Mode   Degree   Diploma     Number   %ntage   Number   %ntage  

a. News  Paper   272   33.3   58   43.6  b. Radio   11   1.3   9   6.8  c. Internet   7   0.9   0   0.0  d. Reasonable  to  employ  myself   2   0.2   2   1.5  e. Door  to  door  hunting   45   5.5   5   3.8  f. Through  Friend/Relative   275   33.6   42   31.6  g. Through  Internships   181   22.1   14   10.5  h. Others   25   3.1   3   2.3  

Totals   818   100.0   133   100.0  

4.15 Relevance of Higher Education training to the skills required on job

For  the  relevance  of  higher  education  training  to  the  skills  required  on  job,  analysis  

was   done   for   those   in   formal   employment.   From   Tables   12   and   13,   71.4%   of   the  

diploma   holders   found   their   higher   education   training   very   relevant   to   the   skills  

required  by   their   employers.  On   the  other  hand,  only  49.5%  degree  holders   found  

their   training   very   relevant   to   the   skills   needed   on   the   job.   Notably,   no   diploma  

holder   found   their   training   irrelevant   when   compared   to   the   3.8%   in   the   degree  

category.  

 

 

 

 

 

 

 

 

37  

 

Table  12:  Relevance  of  degree  studied  to  the  skills  needed  on  job  

Academic  Programme  Very  Relevant   Adequate  

Not  Relevant  

Number  interviewed  

 Medicine   46   20   0   66  Agriculture   16   31   2   49  Food  Science  and  Technology   6   5   3   14  Electrical/Civil/Mechanical  Engineering   26   51   2   79  Sciences  (Biological  and  Physical)   12   13   1   26  Computer  Science  and    Information  systems   32   34   2   68    Science  with  Education   15   28   1   44    Social  Sciences/SWASA   66   57   8   131    Industrial  Art  and  Design   8   7   2   17  Music/Dance  /Drama/Performing  Arts   7   0   0   7  Arts  with  Education   129   76   5   210  Development  Studies   22   25   2   49  Mass  Communication   20   35   3   58  Total   405   382   31   818  %ntage   49.5 46.7 3.8 100.0

Table  13:  Relevance  of  Diploma  studied  to  the  skills  needed  on  job  

Academic  Programme  Not  

employed  Very  

Relevant   Adequate  Number  interviewed  

Building  and  Civil  engineering   0   6   6   12  Electrical/Mechanical  engineering   1   5   7   13  Clinical  Officers  Diploma   0   21   6   27  Agriculture/Animal  and  Crop  Husbandry   0   55   5   60  Business  Administration   0   8   13   21  Total   1   95   37   133  %ntage   0.8 71.4 27.8 100.0

4.16 Remuneration of graduates

From  Figure  8,  the  majority  of  graduates  earn  between  Shs500,  001-­‐‑Shs1,  000,000  that  

is  270  and  95  for  degrees  and  diploma  respectively.  For  the  interviewed  cohort,  only  

2  diploma  holders  earned  more  than  2  million  compared  to  the  185  degree  holders.  

On  the  lower  side,  only  16  graduates  earned  less  than  Shs200,000  and  only  2  diploma  

holders   earned   less   than  Shs200,000.  A   total   of   63  graduates  did  not  disclose   their  

salary  ranges.  

38  

 

Figure  8:  Remuneration  of  graduates  by  type  of  award  

The  remuneration  of  graduates  was  also  looked  at  academic  programme  level.  From  

table  14,  it  was  observed  that  engineers  were  the  most  highly  paid  with  87.3%  of  the  

interviewed   earning   over   Shs1,000,000   followed   by   computer   scientists   at   77.9%  

while  teachers  of  both  arts  and  science  subject  were  the   least  paid  with  only  12.4%  

and  18.2%  earning  over  Shs1,000,000  respectively.  In  the  diploma  category,  electrical  

and  mechanical   engineers  were   the  most   highly   paid  with   30.8%   of   them   earning  

more   than   Shs1,000,000   while   agriculturalists   were   the   list   paid   with   only   8.3%  

earning  more  than  Shs1,000,000  

39  

 

Table  14:  Remuneration  of  graduates  by  Academic  Programme  DEGREE  CATEGORY  

                                   

ACADEMIC  PROGRAMME  

Not  Disclosed  

 <Shs  200000    

Shs  200001-­‐‑500000  

Shs  500001-­‐‑1000000  

Shs  1000001-­‐‑1500000  

Shs  1500001-­‐‑2000000  

>Shs  2000000  

Total  

interviewed  

 %ntage  earning  >Shs  10000000    

Total  earning>1

000000  

 Medicine   2   0   1   16   8   4   35   66   71.2   47  Agriculture   1   0   2   12   16   8   10   49   69.4   34  Food  Science  and  Technology   0   0   1   5   1   4   3   14   57.1   8  Electrical/Civil/Mechanical  Engineering   0   0   1   9   12   13   44   79   87.3   69  Sciences  (Biological  and  Physical)   0   1   3   9   6   5   2   26   50.0   13  Computer  Science  and    Information  systems   3   0   2   10   11   10   32   68   77.9   53    Science  with  Education   0   0   18   18       5   3   44   18.2   8    Social  Sciences/SWASA   7   1   33   45   27   11   7   131   34.4   45    Industrial  Art  and  Design   0   0   2   7   6   2   0   17   47.1   8  Music/Dance  /Drama/Performing  Arts   0   0   2   3   1   0   1   7   28.6   2  Arts  with  Education   5   1   124   54   18   5   3   210   12.4   26  Development  Studies   0   0   8   18   14   5   4   49   46.9   23  Mass  Communication   4   0   10   9   13   8   14   58   60.3   35        Academic  Programme  

Not  Disclos

ed    <Shs  

200,000    

Shs  200001-­‐‑500000  

Shs  500001-­‐‑1000000  

Shs  1000001-­‐‑1500000  

Shs  1500001-­‐‑2000000  

>Shs  200000

0  

Total  

interviewed    

%  earning

>Shs  100000  

 Total  earning>

Shs  1000000  

Building    and  Civil  engineering   1       4   5   1       1   12   16.7   2  Electrical/Mechanical  engineering           4   5   3   1       13   30.8   4  Clinical  Officers  Diploma           7   17   1   1   1   27   11.1   3  Agriculture/Animal    and  Crop  Husbandry   1   1   9   44   5           60   8.3   5  Business  Administration       1   6   11   3           21   14.3   3  

4.17 Whether the job is related to the field of study

This  analysis  was  done  for  graduates  in  formal  employment.  From  table  15,  85.2%  of  

graduates  with  degrees  from  different  disciplines  were  engaged  in  employment  that  

is  related  to  their  courses  of  study.  Only  14.2%  were  engaged  in  formal  employment  

that   is  unrelated   to   their   fields  of   study.  On   the  other  hand,   97.7%  of   the  diploma  

40  

 

holders  were  contracted  in  jobs  related  to  their  respective  disciplines  and  only  2.3%  

were  doing  work  unrelated  to  their  fields  of  study.

Table  15:  Whether  the  job  is  related  to  the  field  of  study  

DEGREE  CATEGORY      Academic  Programme   Related   Not  Related   Total      Medicine   65   1   66  Agriculture   41   8   49  Food  Science  and  Technology   10   4   14  Electrical/Civil/Mechanical  Engineering   76   3   79  Sciences  (Biological  and  Physical)   23   3   26  Computer  Science  and    Information  systems   65   3   68    Science  with  Education   39   5   44    Social  Sciences/SWASA   102   29   131    Industrial  Art  and  Design   10   7   17  Music/Dance  /Drama/Performing  Arts   5   2   7  Arts  with  Education   182   28   210  Development  Studies   32   17   49  Mass  Communication   47   11   58  Totals   697   121   818  %ntage   85.2   14.8   100                  

DIPLOMA  CATEGORY      Academic  Programme   Related   Not  Related   Total  Building  and    Civil  engineering   12   0   12  Electrical/Mechanical  engineering   12   1   13  Clinical  Officers  Diploma   27   0   27  Agriculture/Animal    and  Crop  Husbandry   59   1   60  Business  Administration   20   1   21  Totals   130   3   133  %ntage   97.7   2.3   100  

4.18 Problems encountered during job search

From   table  16,   the  most   commonly  encountered  problem  was  non   transparency   in  

recruitment   procedures   followed   by   limited   social   networks   and   inadequate  

experience.   Sexual   harassment   was   experienced   by   female   graduates.   A   large  

number  of  graduates  that  is,  444  and  45  degree  and  diploma  holders  respectively  did  

not  experience  any  problems  during  the  job  search.  These  were  mainly  teachers  who  

41  

 

were  retained  after  school  practice.  Problems  encountered  in  terms  of  total  numbers  

are  summarized  in  figures  9  and  10  respectively.  

Table  16:  Problems  encountered  by  graduates  during  job  search  

Figure  9:  Problems  encountered  by  graduates  -­‐‑degree  category  

  Degree  Category   Diploma  Category  Problems  Encountered     Female   Male   Total   %ntage   Female   Male   Total   %ntage  Non  Transparency   105   171   276   25.8   21   60   81   45.3  Limited  Networks   63   97   160   15   8   20   28   15.6  Inadequate  Experience   40   60   100   9.4   2   10   12   6.7  Limited  Opportunities   30   24   54   5.1   1   5   6   3.4  Bribes  to  Employers   2   4   6   0.6   2   1   3   1.7  Sexual  Harassment   4   0   4   0.4   0   0   0   0.0  Gender  Discrimination   3   0   3   0.3   1       1   0.6  None     170   274   444   41.5   14   31   45   25.1  Other   8   14   22   2.1   0   3   3   1.7  TOTAL   425   644   1069   100     49   130   179   100    

42  

 

Figure  10:  Problems  encountered  by  graduates  -­‐‑  diploma  category  

4.19 Employment of graduates by sector

Looking   at   graduates   in   formal   employment,   table   17   shows   sectors   which  

employed  most  of  the  2005  graduates.  For  the  degree  category,  the  four  sectors  that  

employed   relatively   large   numbers   of   graduates   were;   secondary   education   that  

employed  18.2%,  higher/tertiary  education  that  absorbed  10.8%,  health  stood  at  9.2%  

and  then  finance  and  banking  which  employed  7.6%.  Sectors  which  employed  fewer  

numbers  of  graduates  were  mining,  religious  organizations,  judiciary  plus  hotel  and  

tourism.     The   low   numbers   of   graduates   absorbed   by   these   sectors   could   be  

attributed  to  the  fact  that  they  were  not  the  main  courses  studied  in  this  survey.  

 

For   the   diploma   category,   Local   Government   employed   the   highest   number   of  

graduates;   30.1%,   followed   by   Health   at   20.3%,   Agriculture   at   13.5%   and  

construction  at  7.5%.  No  graduates  in  this  category  were  contracted  by  the  research,  

mining,   insurance,   media,   secondary   education   as   well   as   the   hotels   and   tourism  

sectors.  

43  

 

Table  17:  Employment  of  graduates  by  Sector  and  Gender  

Degree  category     Diploma  Category  Sector   Female   Male   Total   %ntage   Sector Female   Male   Total   %ntage  Mining   2   0   2   0.2   Research   0   0   0   0.0  Religious   1   2   3   0.4   Hotels  and  Tourism   0   0   0   0.0  Judiciary   1   4   5   0.6   Mining   0   0   0   0.0  Hotels  and  Tourism   0   5   5   0.6   Secondary  Education   0   0   0   0.0  Insurance   4   1   5   0.6   Insurance   0   0   0   0.0  Other   2   4   6   0.7   Religious   0   0   0   0.0  Trade   9   4   13   1.6   Media   0   0   0   0.0  Transport   8   5   13   1.6   Judiciary   1   0   1   0.8  Construction   2   12   14   1.7   Water  and  Sanitation   0   1   1   0.8  Manufacturing   4   12   16   2.0   ICT   1   0   1   0.8  Energy/Petroleum/Gas   3   13   16   2.0   Finance/Banking/Accounts   0   1   1   0.8  Research   5   14   19   2.3   Social  Work   0   1   1   0.8  Media/Radio     9   12   21   2.6   Public  Administration   1   0   1   0.8  Water  and    Sanitation   5   17   22   2.7   Primary  Education   1   0   1   0.8  ICT   4   18   22   2.7   Other   0   1   1   0.8  Public  Administration   9   14   23   2.8   Transport   0   2   2   1.5  Telecom   13   13   26   3.2   Energy/Petroleum/Gas   0   2   2   1.5  Security   9   19   28   3.4   Telecom   1   1   2   1.5    Agriculture   8   25   33   4.0   Security   1   2   3   2.3  Social  Work   21   24   45   5.5   Trade   1   4   5   3.8  Local  Government   16   30   46   5.6   Higher/Tertiary  Education   5   1   6   4.5  Primary  Education   29   32   61   7.5   Manufacturing   1   9   10   7.5  Finance/Banking/Accounts   30   32   62   7.6   Construction   1   9   10   7.5  Health   36   39   75   9.2    Agriculture   3   15   18   13.5  Higher/Tertiary  Education   33   55   88   10.8   Health   11   16   27   20.3  Secondary  Education   51   98   149   18.2   Local  Government   5   35   40   30.1  Totals     314   504   818   100   Totals   33   100   133   100  

4.20 Most relevant courses per academic programme degree category

For   each   academic   programme,   course   units   that   were   listed   by   at   least   two   (2)  

graduates   as  most   relevant   are   displayed   in   table   18.   Graduates   emphasized   that  

these  courses  must  be  allocated  more  time.  

 

 

 

44  

 

Table  18:  Most  relevant  courses  per  academic  programme-­‐‑  degree  category  

MEDICINE      

Number    of  graduates  who  said  course  unit  relevant  out  of  the  78  

interviewed  

%ntage      

Obstetrics  and  Gynaecology   20   25.6  Surgery   18   23.1  Paediatrics   16   20.5  Medicine   15   19.2  Public  Health   14   17.9  Anatomy   12   15.4  Clinical  Skills/Medicine   11   14.1  Internal  Medicine   10   12.8  Biostatistics   9   11.5  Physiology   8   10.3  Community  Based  Health   8   10.3  Pharmacology   6   7.7  Microbiology   5   6.4  Pathology   5   6.4  Microbiology   5   6.4  Psychology   3   3.8  Physiology   2   2.6  Communication  Skills   2   2.6  Research  Methodology   2   2.6  Primary  Health  Care  and  Management   2   2.6  Psychiatry   2   2.6  Medical  Ethics   2   2.6  Reproductive  Health   2   2.6  Emergencies  Management   2   2.6  Basic  Sciences   2   2.6  Management  Skills  and  Leadership   2   2.6  Development  Studies   2   2.6  

AGRICULTURE        

Number  of  graduates  who  said  course  unit  relevant  out  of  the  55  interviewed  

%ntage      

Agricultural  Economics   22   40.0  Agronomy   12   21.8  Animal  Husbandry   11   20.0  Crop  Production/Science   11   20.0  Agric  Extension   9   16.4  Research  Methods   9   16.4  

45  

 

Rural  Sociology   6   10.9  Soil  and  Water  Management   6   10.9  Agricultural  Accounting  and  Finance     5   9.1  Project  management   5   9.1  Pest  and  Disease  Management   5   9.1  Business  Statistics   4   7.3  Macro  Economics   4   7.3  Entomology   3   5.5  Plant  Pathology   3   5.5  Mechanisation   3   5.5  Plant  Breeding  and  Genetics   3   5.5  Adult  Education   2   3.6  Agro-­‐‑business   2   3.6  Agric  Marketing   2   3.6  Biochemistry   2   3.6  Biometrics   2   3.6  Mathematics   2   3.6  Econometrics   2   3.6  Plant  Pathology   2   3.6  FOOD  SCIENCE  AND  TECHNOLOGY      

Number  of  graduates  who  said  course  unit  relevant  out  of  the  14  interviewed  

%ntage      

Food  Microbiology   5   35.7  Statistics  and  Mathematics   4   28.6  Food  Chemistry  and  Analysis   4   28.6  Research  Methods   3   21.4  Food  Quality  Assurance   3   21.4  Food  Production  Economics   2   14.3  Principles  Of  Human  Nutrition   2   14.3  Bio-­‐‑Technology   2   14.3  Food  Processing   2   14.3  

ELECTRICAL  /CIVIL  /  MECHANICAL  ENGINEERING      

Number    of  graduates  who  said  course  unit  relevant  out  of  the  90  

interviewed  

%ntage      

Computer  Engineering/Programming   17   18.9  Engineering  Mathematics  Design   17   18.9  Management  Skills  and  Humanities   13   14.4  Radio  Propagation   12   13.3  Structural  Engineering   12   13.3  Business  Management   11   12.2  Telecom   11   12.2  

46  

 

Fluid  Mechanics   10   11.1  Water  Resource  Engineering   10   11.1  Thermal  Dynamics   9   10.0  Highways/Transportation  Courses   8   8.9  Maintenance  Engineering   8   8.9  Power  Systems  Engineering   8   8.9  Engineering  Structures   7   7.8  Hydraulics,  Water   7   7.8  Design  Of  Structures   6   6.7  Communication  Skills   5   5.6  Construction  Law  and  Management   5   5.6  Digital  Electronics  and  Transmission   5   5.6  Electronics   5   5.6  Production  Planning  and  Control   5   5.6  Contract  Financing  and  Management   4   4.4  Engineering  Economy   4   4.4  Mechanics  Of  Materials/Machines   4   4.4  Antennae  Systems   3   3.3  Automation   3   3.3  Educational  Psychology   3   3.3  Electrical  Training   3   3.3  Energy  Conservation  and  Utilisation   3   3.3  Engineering  Law   3   3.3  Public  Health  Engineering   3   3.3  Research  Methods   3   3.3  Roads  and  Maintenance  Construction   3   3.3  Traffic  and  Transportation  Engineering   3   3.3  Water  Design   3   3.3  Analogue  Electronics   2   2.2  Automotive  Engineering   2   2.2  BSC  Research    Phase   2   2.2  Civil  Engineering   2   2.2  Civil  Engineering  Geocology   2   2.2  Electrical  Engineering   2   2.2  Electrical  Installation   2   2.2  Engineering  Skills   2   2.2  Environmental  Engineering   2   2.2  Ethics  In  Engineering   2   2.2  Infrastructure  Engineering   2   2.2  Machine  Designing   2   2.2  Measurement  and  Control   2   2.2  

47  

 

Power  Network   2   2.2  Project  Management  Course   2   2.2  Sociology   2   2.2  Technological  Installation   2   2.2  Wireless  Communication   2   2.2  

BIOLOGICAL  AND  PHYSICAL  SCIENCES    

Number    of  graduates  who  said  course  unit  relevant  out  of  the  26  

interviewed  %ntage  

 Mathematics   9   34.6  Physics   6   23.1  Computer  Application   4   15.4  Geophysics   4   15.4  Statistics   4   15.4  Physiology   3   11.5  Analytical  Chemistry   2   7.7  Business  Administration   2   7.7  Chemistry   2   7.7  Electromagnetism   2   7.7  Industrial  Biochemistry   2   7.7  Practical  Chemistry  Analysis   2   7.7  Sedimentology   2   7.7  

COMPUTER  SCIENCE  AND  INFORMATION  SYSTEMS    

Number  of  graduates  who  said  course  unit  relevant  out  of  the  78  interviewed    

%ntage      

Database  Management  Systems   38   48.7  Networking/Computer  Security   28   35.9  System  Analysis  and  Design   22   28.2  Programming  Courses   20   25.6  Practical  Skills(Internship)   15   19.2  Computer  Networks  and  Data  Communication   11   14.1  Management  Information  Systems   9   11.5  Project  Planning  and  Management   9   11.5  Computer  Science   7   9.0  Software  Design  and  Engineering   7   9.0  Public  Relations   6   7.7  Mathematics  and  Statistics   5   6.4  Research  Design  and  Implementation   5   6.4  CISCO  Certification   4   5.1  Web  Designing  and  System  Analysis   4   5.1  Computer  Literacy  and  Skills   3   3.8  Computer  Programming   3   3.8  

48  

 

Database  Languages   3   3.8  Electrical  Engineering   3   3.8  Enterprise  Network  Management   3   3.8  Artificial  Intelligence   2   2.6  Computer  In  Society   2   2.6  Computer  Maintenance   2   2.6  Computer  Trouble  Shooting   2   2.6  Data  Communication   2   2.6  Distributed  Systems  Development   2   2.6  Hardware    and  Software  Installation   2   2.6  Systems  Securities   2   2.6  

SCIENCE  WITH  EDUCATION      

 Number  of  graduates  who  said  course  unit  relevant  out  of  the  78  

interviewed    

%ntage      

Psychology  Of  Education   30   65.2  Mathematics   18   39.1  Biology  and  Chemistry   15   32.6  Curriculum  Studies   11   23.9  IT  With  Education   10   21.7  Physics   8   17.4  Teaching  Methods   6   13.0  Foundations  of  Education   5   10.9  Organic  Chemistry   5   10.9  Sociology   5   10.9  Interpersonal  Relations  Skills   4   8.7  Botany  and  Zoology   3   6.5  Development  Studies   3   6.5  Economics  of  Education   3   6.5  Management   3   6.5  Research  Methods   3   6.5  Statistics  and  Probability   3   6.5  Child  Psychology   2   4.3  Comparative  Education   2   4.3  Electro  Chemistry   2   4.3  Philosophy  of  Education   2   4.3  School  Practice   2   4.3                          

49  

 

SOCIAL  SCIENCES/SWASA      

Number    of  graduates  who  said  course  unit  relevant  out  of  the  166  

interviewed    

%ntage      

Social  and  Public  Administration   34   20.5  Sociology  of  Development   28   16.9  Human  Recourses  and  Administration   23   13.9  Social  Work  Practice  and  Organisation   20   12.0  Gender  and  Human  Rights   17   10.2  Project  Planning  and  Management   16   9.6  Psychology  of  Education   16   9.6  Public  Administration   16   9.6  Administrative  Theory  and  Law   14   8.4  Research  Methodology   14   8.4  Guidance  and  Counselling   12   7.2  Communication  Skills   11   6.6  Management  Skills   10   6.0  Accounting  and  Financial  Management   9   5.4  Economics   9   5.4  Microeconomics   8   4.8  Politics  and  Administration   8   4.8  Development  Studies  and  Economics   7   4.2  Organisational  Skills   6   3.6  Budgeting  and  Planning   5   3.0  Practical  Skills   5   3.0  Public  Relations  and  Management   5   3.0  Rural  Sociology  and  Development   5   3.0  Community  Psychology   4   2.4  ICT   4   2.4  Quantitative  Methods   4   2.4  Statistics     4   2.4  Business  Administration  and  Management   3   1.8  Credit    Cooperatives  and  Savings   3   1.8  Industrial  Psychology  and  Relations   3   1.8  Law   3   1.8  Macroeconomics   3   1.8  Basic  Medicine   3   1.8  Monitoring  and  Evaluation   3   1.8  Teaching  Practice   3   1.8  Child  Growth  and  Development   2   1.2  Democracy  and  Governance   2   1.2  

50  

 

Introduction  to  Social  Work   2   1.2  Leadership  Skills   2   1.2  Public  Health  Administration   2   1.2  INDUSTRIAL  ART  AND  DESIGN      

Number  of  graduates  who  said  course  unit  relevant  out  of  the  62  interviewed    

%ntage      

Graphic  and  Advertisement   28   45.2  Drawing  and  Graphic   18   29.0  Business  Management  and  Administration   15   24.2  Marketing   13   21.0  Fabric  Decoration  and  Textiles   12   19.4  Advertising  Design   10   16.1  Art  Appreciation  and  History   7   11.3  Oil  Painting   7   11.3  Business  Communication   5   8.1  Communication  Skills   5   8.1  Computer  Skills   4   6.5  Sculpture   4   6.5  Ceramics   3   4.8  Interior  Design/Decor   3   4.8  Photography   3   4.8  Weaving  and  Textiles   3   4.8  Accounting  and  Finance   2   3.2  Exhibition   2   3.2  Illustration   2   3.2  Tinting   2   3.2  Wood  and  Metal  Fabrication   2   3.2  MUSIC/DANCE/DRAMA/PERFORMING  ARTS      

Number  of  graduates  who  said  course  unit  relevant  out  of  the  14  interviewed    

%ntage      

Indigenous  Art  Forms   4   28.6  Communication  Skills   4   28.6  Theatre  For  Education   4   28.6  Communication  Skills   3   21.4  Entire  Choreography   3   21.4  Media  Practices   3   21.4  Music  Analysis   3   21.4  Project  Planning  and  Management   3   21.4  Research  Methods/Project   3   21.4  Acting  Skills   2   14.3  Community  Dance   2   14.3  Harmony  and  Composition  of  Music   2   14.3  

51  

 

Marketing  Art   2   14.3  Psychology  of  Art   2   14.3  Speech  pathology   2   14.3  

ARTS  WITH  EDUCATION      

Number    of  graduates  who  said  course  unit  relevant  out  of  the  292  

interviewed    

%ntage      

Psychology  of  Education   143   49.0  Education  Administration  and  Management   52   17.8  Teaching  Methods     44   15.1  Sociology   42   14.4  Curriculum  Design  and  Implementation   41   14.0  Communication  Skills   32   11.0  Foundations  of  Education   28   9.6  Economics  of  Education   25   8.6  History  of  Education   18   6.2  Guidance  and  Counselling   16   5.5  English   14   4.8  Research  Methodology   14   4.8  Philosophy   13   4.5  Mathematics   12   4.1  Professional  Ethics   10   3.4  Planning  Skills   9   3.1  Sciences   9   3.1  Languages   8   2.7  Religious  Studies   8   2.7  Teaching  Practice   8   2.7  Divinity   7   2.4  Social  Studies   7   2.4  Childhood  Development   6   2.1  Geography   6   2.1  Interpersonal  Relationships  Skills   6   2.1  Islam  Religious  Teaching   6   2.1  Pedagogy   6   2.1  Physical  Education   6   2.1  Special  Needs  Education   6   2.1  Development  Studies   5   1.7  Financial  Management   4   1.4  Human  Resource  Management   4   1.4  Statistics   4   1.4  Time  Management   4   1.4  

52  

 

Agriculture  Economics   3   1.0  Computer  Science   3   1.0  Life  Skills   3   1.0  Project  Planning  and  Management   3   1.0  Public  Administration   3   1.0  School  Practice   3   1.0  Field  Work   2   0.7  Leadership  Skills   2   0.7  Theology   2   0.7        DEVELOPMENT  STUDIES      

Number  of  graduates  who  said  course  unit  relevant  out  of  the  73  interviewed    

%ntage      

Human  Resource  Management   26   35.6  Communication  Skills   19   26.0  Development  Policy  and  Planning   16   21.9  Ethics  and  Integrity   16   21.9  Budgeting  and  Finance  Development   14   19.2  Computer  Knowledge   14   19.2  Research  Methods   9   12.3  Entrepreneurship  Skills   8   11.0  Social  Administration   8   11.0  Leadership  and  Management   7   9.6  Project  Planning  and  Management   7   9.6  Rural  Development   7   9.6  Business  Administration   6   8.2  Gender  and  Development   5   6.8  Agricultural  Skills   4   5.5  Community  Advocacy  and  Law   4   5.5  Internship   4   5.5  Monitoring  and  Evaluation   4   5.5  Public  Administration   4   5.5  Statistics   4   5.5  Critical  Thinking   3   4.1  Economic  Planning   3   4.1  Participatory  Community  Assessment   3   4.1  Psychology   3   4.1  Religious  Studies   2   2.7                    

53  

 

MASS  COMMUNICATION      

Number    of  graduates  who  said  course  unit  relevant  out  of  the  75  

interviewed    

%ntage      

Public  Relations   43   57.3  News  Writing,  Editing  and  Reporting   15   20.0  Media  and  Law   14   18.7  Effective  Pubic  Speaking   11   14.7  Communication  Skills  and  Technical  Writing   10   13.3  Writing,  Editing  and  Communication   7   9.3  Economic  Theory   6   8.0  Marketing   6   8.0  Media  Management   6   8.0  Advertising  and  Copywriting   5   6.7  Mass  and  Society   5   6.7  Customer  Care   4   5.3  Photo  Journalism   4   5.3  Radio  and  TV  Production   4   5.3  Ethics   3   4.0  Information  Technology   3   4.0  Journalism   3   4.0  Broadcasting   2   2.7  Crisis  Management   2   2.7  Human  Resource  Management   2   2.7  Project  Planning   2   2.7  Research  Methods   2   2.7  

4.21 Recommended courses by graduates for inclusion in the curriculum per academic

programme degree category

Tracer   studies   are   one   way   of   improving   academic   programme   curricular   when  

respondents  are  asked  to  make  suggestions  of  improving  different  courses  of  study.  

Table   19   shows   courses   suggested   by   students   for   inclusion   in   the   curricular   of  

different  academic  programmes.      

 

54  

 

Table   19:   Recommended   courses   for   inclusion   in   curriculum   per   academic  programme-­‐‑degree  category  

MEDICINE  

Number  of  graduates  who  recommended  the  course  of  the  78  interviewed   %ntage  

Management  and  Leadership  Skills   20   25.6  Research  and  Evidence  Based  Medicine   20   25.6  Communication  and  Interpersonal  Skills   14   17.9  Financial  Management  and  Resource  Mobilisation   12   15.4  Computer  Knowledge   8   10.3  Entrepreneurship   8   10.3  Community  Health/Medicine/Practice   5   6.4  Internship   5   6.4  Medical  Law   5   6.4  Public  Health  and  Administration   5   6.4  Counselling  Skill   4   5.1  Customer  Care   4   5.1  Human  Resource  Management   4   5.1  ICT  Skills   4   5.1  Writing  and  Teaching  Skills   4   5.1  Advanced  Life  Support   3   3.8  Emergency  Medicine  and  Disaster  Management   3   3.8  Ethics  and  Palliative  Care   3   3.8  Health  Systems  Management   3   3.8  Practical  Networking   3   3.8  Project  Planning/Management   3   3.8  Public  Speaking   3   3.8  Clinical  Skills   2   2.6  Mentoring   2   2.6  Monitoring  and  Evaluation   2   2.6  Political  Education   2   2.6  Professionalism   2   2.6  Surgical  Discipline   2   2.6  

FOOD  SCIENCE  AND  TECHNOLOGY  

Number    of  graduates  who  recommended  the  course  of  the  14  interviewed   %ntage  

Computer  Applications   5   35.7  Entrepreneurship   5   35.7  Marketing   4   28.6  Maternal  Nutrition  and  Health   4   28.6  Business  Administration   3   21.4  Data  Processing   3   21.4  

55  

 

Financial  Knowledge   3   21.4  Practical  Skills   3   21.4  Research  Methods   3   21.4  Crop  Science   2   14.3  Customer  Relations   2   14.3  Food  Nutrition  Intervention   2   14.3  Molecular  Biology   2   14.3  Project  Management   2   14.3  

AGRICULTURE  

Number    of  graduates  who  recommended  the  course  of  the  55  interviewed   %ntage  

Practical  Skills   11   20.0  Project  Management   9   16.4  Agric  Finance   8   14.5  Adequate  Agro-­‐‑Processing  and  Marketing   5   9.1  Artificial  Insemination   5   9.1  Climate  Change  and  Environment  Assessment   5   9.1  Entrepreneurship  Skills   5   9.1  National  Agriculture  Policy   4   7.3  Agribusiness   3   5.5  Communication  Skills   3   5.5  Computer  Training   3   5.5  Data  Analysis  Programs   3   5.5  Monitoring  and  Evaluation   3   5.5  Management  and  Public  Administration  Skills   3   5.5  Procurement  and  Logistics   3   5.5  Quality  Assurance   3   5.5  Rural  and  Community  Development   3   5.5  Water  Harvesting  and  Leadership   3   5.5  Agrochemicals  Handling  and  Identification   2   3.6  Animal  Science  and  Medicine   2   3.6  Crop  Management   2   3.6  Human  Resource  Management   2   3.6  Mathematics   2   3.6  Research  Methods   2   3.6  

ENGINEERING  

Number    of  graduates  who  recommended  the  course  of  the  90  interviewed  

%ntage    

Practical  Skills   21   23.3  Project  Planning  and  Management   12   13.3  Professional  Ethics  and  Integrity   7   7.8  Financial  Management   5   5.6  Civil  Works  In  Petroleum  Exploration   4   4.4  

56  

 

Communication  Skills   4   4.4  Human  Resource  Management   4   4.4  Entrepreneurship  Development   4   4.4  Information  Technology   4   4.4  Research  Component   4   4.4  Business  Law   3   3.3  Computer  Aided  Design   3   3.3  Construction  Management   3   3.3  Design  Of  Bridges   3   3.3  Inventory  Management   3   3.3  Managerial  Skills   3   3.3  Procurement  And  Logistics   3   3.3  Publication   3   3.3  Automation  Formation  of  Machines   2   2.2  Business  Administration   2   2.2  Geographic  Information  Systems   2   2.2  Marketing  Skills   2   2.2  Specialization   2   2.2        

BIOLOGICAL  AND  PHYSICAL  SCIENCES    

Number    of  graduates  who  recommended  the  course  of  the  26  interviewed  

%ntage    

Computer  Skills/Application   8   30.8  Accounting   3   11.5  Geographical  Information  System   3   11.5  Practical   3   11.5  DNA  Sequencing  and  Extraction   2   7.7  Management  and  Administration   2   7.7        

COMPUTER  SCIENCE  AND  INFORMATION  SYSTEMS    

Number    of  graduates  who  recommended  the  course  of  the  78    interviewed    

%ntage      

Practical  Programming   13   16.7  Project  Planning  And  Management   12   15.4  Practical  Skills   9   11.5  Communication  /Inter-­‐‑Personal  Skills   5   6.4  Computer  Procurement  and  Maintenance   5   6.4  Entrepreneurship   5   6.4  MCSE  Units   5   6.4  Customer  Care   4   5.1  Data  Management   4   5.1  Digital  Signal  Processing   4   5.1  Marketing   4   5.1  Web-­‐‑Designing  in  Detail   4   5.1  

57  

 

Data  Structure  Communication  and  Networking   3   3.8  Leadership  Skills   3   3.8  Monitoring  and  Evaluation   3   3.8  Research  Methods   3   3.8  Budgeting  and  Business  Management   2   2.6  CCNA   2   2.6  CISCO   2   2.6  Computer  Design   2   2.6  ERP  Design   2   2.6  Financial  Management   2   2.6  Forensic  Audit   2   2.6  Mobile  Application  Development   2   2.6  Pedagogy   2   2.6  Specialised  Industrial  Training   2   2.6  Systems  Analysis  and  Design   2   2.6  Systems  Security   2   2.6  Unix/Linux  Administration   2   2.6                                

SCIENCE  WITH  EDUCATION      

Number    of  graduates  who  recommended  the  course  of  the  46    interviewed    

%ntage      

ICT   15   32.6  Practical  Skills   12   26.1  Accounting  Skills   5   10.9  Research  Methods   5   10.9  Entrepreneurship   4   8.7  Leadership  and  Life  Skills   4   8.7  Statistical  Components   4   8.7  Communication  Skills   3   6.5  Financial  Management   3   6.5  Human  Resource  Management   3   6.5  Mathematical  Modelling   3   6.5  Project  Planning  and  Management   3   6.5  Environmental  Conservation   2   4.3  Teaching  Methods   2   4.3                          

58  

 

     

SOCIAL  SCIENCES/SWASA      

Number    of  graduates  who  recommended  the  course  of  the  166    interviewed    

%ntage      

Computer  Training  (ICT)   22   13.3  Accounting  and  Finance   20   12.0  Business  Administration   19   11.4  Entrepreneurship  Skills   16   9.6  Communication  Skills   11   6.6  Human  Resource  Management   11   6.6  Monitoring  and  Evaluation   11   6.6  Project  Planning  and  Management   11   6.6  Administrative  Law   10   6.0  Research  Methods   10   6.0  Practical  Skills   9   5.4  Information  Technology   8   4.8  Managerial  Skills   7   4.2  Public  Health   7   4.2  HIV,  Basic  and  Reproductive  Health   7   4.2  Customer  Care  Skills   6   3.6  Documentation  and  Report  Writing   6   3.6  Statistics   6   3.6  Guidance  and  Counselling   5   3.0  Human  Rights   5   3.0  Resource  Mobilisation  and  Management   5   3.0  Economics   4   2.4  Gender  Mainstreaming   4   2.4  Public  Administrative   4   2.4  Social  Services   4   2.4  Community  Outreach   3   1.8  Data  Management   3   1.8  Development  Skills   3   1.8  Ethics  and  Integrity   3   1.8  Internship  and  Follow-­‐‑up  Training   3   1.8  Procurement   3   1.8  Teaching  Skills   3   1.8  Policy  And  Planning   2   1.2  Psychosocial  Support   2   1.2  

INDUSTRIAL  ART  AND  DESIGN      

Number    of  graduates  who  recommended  the  course  of  the  62    interviewed    

%ntage      

Entrepreneur  Skills   14   22.6  Practical  Skills   13   21.0  

59  

 

Career  Guidance   9   14.5  Computer  and  Digital  Art   9   14.5  Digital  Graphics  and  Migration   5   8.1  Marketing   5   8.1  Video  Editing  and  Graphics   4   6.5  Communication  Skills   3   4.8  Industrial    Training   3   4.8  Business  Administration   2   3.2  Graphic  Designing   2   3.2  Interior  Designing   2   3.2  Internship   2   3.2  Multimedia  Graphics   2   3.2  Research  Methods   2   3.2  Show  Casing   2   3.2  Web  Designing   2   3.2  

MUSIC/DANCE/DRAMA/PERFORMING  ARTS        

Number    of  graduates  who  recommended  the  course  of  the  14    interviewed      

%ntage        

Entrepreneurship   5   35.7  Lighting  for  Theatre   4   28.6  Theatre  Construction   4   28.6  Drama  Therapy   3   21.4  Film   3   21.4  Music  Therapy   3   21.4  Practical  Skills   3   21.4  Costume  Design   2   14.3  Financial  Management  Skills   2   14.3  Leadership  and  Management   2   14.3  Marketing  Art   2   14.3  Project  Development  and  Planning   2   14.3  Screen  Acting   2   14.3  

ARTS  WITH  EDUCATION          

Number    of  graduates  who  recommended  the  course  of  the  

292    interviewed      

%ntage        

ICT   95   32.5  Entrepreneurship  Skills   38   13.0  Research  Methodology   37   12.7  Business  Administration  and  Management   26   8.9  Practical  Skills   25   8.6  Guidance  and  Counselling   15   5.1  Financial  Administration   13   4.5  

60  

 

Human  Resource   12   4.1  General  Administration  Skills   10   3.4  Communication  Skills   10   3.4  Ethics  and  Integrity   8   2.7  Thematic  Curriculum   8   2.7  Vocational  Training  Skills   8   2.7  Public  Administration  and  Management   8   2.7  Education  Management  and  Planning   7   2.4  Language  Analysis   7   2.4  Sports   6   2.1  Statistics   6   2.1  Child  Growth  and  Development   5   1.7  Early  Childhood  Learning   5   1.7  School  Practice   5   1.7  Teaching  Methods   5   1.7  Local  Languages   5   1.7  Environmental  Studies   4   1.4  Interpersonal  Relations   4   1.4  Professional  Ethics   4   1.4  Project  Planning  and  Management   4   1.4  Public  Relations  Skills   4   1.4  Special  Needs  Education   4   1.4  Home  Economics  and  Management   4   1.4  Public  Health   4   1.4  Accounting   3   1.0  Career  Guidance   3   1.0  Critical  Thinking   3   1.0  Customer  Relationship  Management   3   1.0  Foundation  of  Education   3   1.0  Patriotism  Studies   3   1.0  Sex  and  Gender   3   1.0  Economics   2   0.7  Education  Monitoring  and  Evaluation   2   0.7  Public  Health   2   0.7  

DEVELOPMENT  STUDIES          

Number    of  graduates  who  recommended  the  course  of  the  73    interviewed      

%ntage        

Information  Technology   11   15.1  Customer  Care/  Communication  Skills   9   12.3  Finance  and  Accounting   9   12.3  Entrepreneurship   8   11.0  Research  Methods   6   8.2  Business  Skills  Training   5   6.8  

61  

 

Counselling  and  Guidance   5   6.8  Practical  Skills   5   6.8  Project  Planning  and  Management   5   6.8  Administrative  Law   4   5.5  Child  and  Gender  Development   4   5.5  Marketing  Skills   4   5.5  Development  Planning   3   4.1  Field  Work   3   4.1  Human  Resource  Management   3   4.1  Statistics   3   4.1  Leadership  and  Management   2   2.7  Mathematics   2   2.7  Procurement  and  Logistics   2   2.7  Public  Administration   2   2.7  Public  Relations   2   2.7  

MASS  COMMUNICATION          

Number    of  graduates  who  recommended  the  course  of  the  75    interviewed      

%ntage        

Practical  Skills   16   21.3  Information  Technology   11   14.7  Internship   6   8.0  Media  Ethics   6   8.0  Marketing  Course   5   6.7  Project  Planning  and  Management   5   6.7  Public  Speaking  and  Advocacy   5   6.7  TV  Production,  Programming  and  Broadcasting   5   6.7  Customer  Care  Skills   4   5.3  Human  Rights  And  Law   4   5.3  Online  Journalism   4   5.3  Website  Designing   4   5.3  Accounting   3   4.0  Administrative  Communication  Skills   3   4.0  Business  Administration   3   4.0  Digital  Publication   3   4.0  Graphic  Designing   3   4.0  International  Relations   3   4.0  Public  Admin   3   4.0  Branding  and  Brand  Management   2   2.7  Career  Guidance   2   2.7  Entrepreneurship  Skills   2   2.7  Ethics  And  Integrity   2   2.7  Film/TV  Production   2   2.7  

62  

 

Human  Resource  Management   2   2.7  

4.22 Most relevant courses per academic programme diploma category

Similarly,   in   the  diploma  category,   there  course  units   that  were   listed  by  at   least  2  

graduates  as  the  most  relevant  courses  with  respect  to  their  current  employment.  In  

table  20  we  list  these  courses  per  academic  program.  

Table  20:  Most  relevant  course  unit  per  academic  programme-­‐‑diploma  category  

DIPLOMA  IN  BUILDING  AND  CIVIL  ENGINEERING  

Number  of  graduates  out  of  19  

interviewed   %ntage  Building  Construction  and  Drawing   12   63.2  Quantity  Surveying   11   57.9  Surveying   7   36.8  Science  of  Materials  and  Concrete  Technology   6   31.6  Auto  Card   3   15.8  Structural  Engineering   3   15.8  Human  Resource  and  Contract  Management   2   10.5  Material  Works   2   10.5  Workshop  Practice   2   10.5  

DIPLOMA  IN  ELECTRICAL/MECHANICAL  ENGINEERING  

Number  of  graduates  out  of  20  

interviewed   %ntage  Electrical  Engineering  Science   6   30  Automobile  and  Prime  Movers   4   20  Electrical  Power   3   15  Production  Engineering   3   15  Systems  Analysis  and  Design   3   15  Software  Engineering   3   15  Industrial  Installations   2   10  Refrigeration   2   10  Workshop  Technology   2   10  

CLINICAL  OFFICERS  DIPLOMA  

Number  of  graduates  out  of  30  

interviewed   %ntage  Medicines   25   83.3  Obstetrics  and  Gynaecology   15   50.0  Paediatrics   15   50.0  General  Surgery   13   43.3  Public  Health   8   26.7  Community  Based  Health   6   20.0  

63  

 

Pharmacology   6   20.0  Anatomy  and  Physiology   5   16.7  Clinical  Work   3   10.0  Microbiology   3   10.0  Primary  Health  Care   3   10.0  Dental   2   6.7  Health  Education   2   6.7  Nursing   2   6.7              

AGRICULTURE/ANIMAL  AND  CROP  HUSBANDRY  

Number  of  graduates  out  of  71  

interviewed   %ntage  Agricultural  Extension   33   46.5  Animal  Production  and  Management   20   28.2  Agricultural  Economics   12   16.9  Animal  Health   11   15.5  Crop  Disease  and  Control   10   14.1  Crop  Science  and  Production   10   14.1  Animal  Husbandry   8   11.3  Parasitology   8   11.3  Livestock  Production  and  Management   7   9.9  Public  Health   7   9.9  Agronomy   5   7.0  Crop  Management   5   7.0  Project  Planning  and  Management   5   7.0  Dairy  Farming   4   5.6  Pasture  Establishment  and  Management   4   5.6  Animal  Anatomy  and  Physiology   3   4.2  Animal  Disease  Prevention  and  Management   3   4.2  Pharmacology  and  Toxicology   3   4.2  Agricultural  Engineering   2   2.8  Agro-­‐‑Forestry   2   2.8  Animal  Handling   2   2.8  Biometrics   2   2.8  Climatology   2   2.8  Crop  Husbandry   2   2.8  Enterprise  Records  Management   2   2.8  Environment  Management   2   2.8  Farm  Management   2   2.8  Post  Harvest  Handling   2   2.8  Poultry  Production   2   2.8  Rural  Sociology   2   2.8  Veterinary  Microbiology   2   2.8        

64  

 

     

DIPLOMA  IN  BUSINESS  ADMINISTRATION  

 Number  of  graduates  out  of  39  interviewed   %ntage  

Accounting   21   53.8  Customer  Care   8   20.5  Office  Practice   7   17.9  Sales  and  Marketing   7   17.9  Taxation   4   10.3  Business  Economics   3   7.7  Human  Resource    Management   3   7.7  Business  Communication   2   5.1  Business  Law   2   5.1  Computer  Applications   2   5.1  

4.23 Recommended courses by graduates per academic programme - diploma category

One  of  the  objectives  of  this  tracer  study  was  to  find  out  the  courses  graduates  think  

can   be   added   to   the   curriculum   of   a   particular   academic   programme   to  make   the  

graduates   of   that   discipline   more   marketable.   For   the   diploma   category,   table   21  

displays   courses   that   were   recommended   by   graduates   for   different   academic  

programmes.   Most   graduates   in   this   category   irrespective;   of   the   academic  

programme,  recommended  that  emphasis  needs  to  be  put  on  computer  training  and  

practical   sessions.   Some   courses   units   notably   appear   in   both   the   relevant   and  

recommended  courses;  this  was  clearly  pointed  out  by  graduates  that  much  as  these  

courses  were  in  the  current  curricula  taught,  they  were  not  given  adequate  time  thus  

these   courses   need   to   be   allocated   sufficient   time   given   their   relevance   in   the   job  

market.  

Table  21:  Recommended  courses  per  academic  programme-­‐‑diploma  category  

DIPLOMA  IN  BUILDING  AND  CIVIL  ENGINEERING  

Number  of  graduates  out  of  19  

interviewed   %ntage  Building  Construction  and  Drawing   5   26.3  Computer  Application   4   21.1  Industrial  Training   3   15.8  Plumbing   3   15.8  Practical  Skills   3   15.8  

65  

 

Quantity  Surveying   3   15.8  Refrigeration  and  Air  Conditioning   3   15.8  Auto  Card   2   10.5  Career  Guidance   2   10.5  Entrepreneurship   2   10.5  Hydrology   2   10.5  Laboratory/testing  materials   2   10.5  Management   2   10.5  Soil  mechanics   2   10.5  Survey   2   10.5  

DIPLOMA  IN  ELECTRICAL/MECHANICAL  ENGINEERING  

Number  of  graduates  out  of  20  

interviewed   %ntage  Practical  Skills   6   30.0  Computer  Training   5   25.0  Electrical  Basics   4   20.0  Industrial  Training   3   15.0  Communication  Skills   2   10.0  Domestic  Installation   2   10.0  Fabrication   2   10.0  Management  Skills   2   10.0  Safety  Training   2   10.0  Telecommunication  Principles   2   10.0  

CLINICAL  OFFICERS  DIPLOMA  

Number  of  graduates  out  of  30  

interviewed   %ntage  Human  Resource  Management  Skills   6   20.0  Finance  and  Administration   5   16.7  Bio-­‐‑Chemistry   5   16.7  Caesarean  in  Obstetrics  and  Gynaecology   4   13.3  Computer  Training   4   13.3  Entrepreneurship   4   13.3  Practical  Surgical  Skills   4   13.3  Detailed  Anatomy  and  Physiology   3   10.0  Community  Health     2   6.7  Health  Service  Management   2   6.7  Radiology   2   6.7  SGBV  Survivor  management  and  Presentation   2   6.7  Surgery   2   6.7  

AGRICULTURE/ANIMAL  and  CROP  HUSBANDRY    

Number  of  graduates  out  of  71  

interviewed   %ntage  Practical  Skills   24   33.8  Computer  Skills   23   32.4  

66  

 

Agro  Business   8   11.3  Farm  Planning  and  Management   7   9.9  Artificial  Insemination   6   8.5  Proposal  Writing   5   7.0  Agricultural  Extension   5   7.0  Animal  Health   5   7.0  Grain  Seed  Marketing   4   5.6  Bee  Keeping   3   4.2  Entrepreneurship   3   4.2  Minor  Surgery   3   4.2  Pharmacology   3   4.2  Soil  Science   3   4.2  Value  Addition  to  Animal  Product   3   4.2  Product  Processing   3   4.2  Veterinary  Parasitology   3   4.2  Agricultural  Statistics   3   4.2  Agricultural  Mechanisation   2   2.8  Agro  Forestry   2   2.8  Animal  Handling   2   2.8  Entomology   2   2.8  Financial  Management   2   2.8  Fish  Farming  and  Technology   2   2.8  Participatory  Methodology   2   2.8  Project  Planning  and  Management   2   2.8  Public  Health   2   2.8  Resource  Mobilisation  and  Management   2   2.8  Training  on  Drugs  and  Pesticides   2   2.8  Organic  Farming   2   2.8  

DIPLOMA  IN  BUSINESS  ADMINISTRATION  

 Number  of  graduates  out  of  39  interviewed   %ntage  

IT/Computer  Practical  Training   10   25.6  Practical  Skills   8   20.5  Industrial  Training/Internship   6   15.4  Entrepreneurship  Skills   5   12.8  Project  Planning  and  Management   2   5.1  

4.22 Pursuance of Further Training

From   table  22,   graduates  of  both  Biological   and  Physical   sciences   (96.2%)   followed  by  

those  of  Medicine  (94.9%)  pursued  further  studies  more  compared  to  other  disciplines.  

In   the   diploma   category,   Clinical   Officers   (73.3%)   pursued   further   studies   more   than  

graduates  of  other  academic  programmes.  

67  

 

Table  22:  Further  training  undertaken  by  graduates  

DEGREE  CATEGORY   No  answer   Yes   No   Total   %ntage  Medicine   0   74   4   78   94.9  Agriculture   0   42   13   55   76.4  Food  Science  and  Technology   0   13   1   14   92.9  Electrical/Civil/Mechanical  Engineering   0   74   16   90   82.2  Sciences  (Biological  and  Physical)   0   25   1   26   96.2  Computer  Science  and  Information  systems   2   64   12   78   82.1  Science  with  Education   0   41   5   46   89.1  Social  Sciences/SWASA   6   126   34   166   75.9  Industrial  Art  and  Design   0   40   22   62   64.5  Music/Dance  /Drama/Performing  Arts   1   12   1   14   85.7  Arts  with  Education   4   191   97   292   65.4    Development  Studies   1   58   14   73   79.5  Mass  Communication   1   59   15   75   78.7  

 Totals   15   819   235   1069   76.6                          DIPLOMA  CATEGORY   No  answer   Yes   No   Total   %ntage  Building  and  Civil  Engineering   1   12   6   19   63.2  Electrical/Mechanical  Engineering   1   11   8   20   55.0  Clinical  officers   0   22   8   30   73.3  Agriculture/Animal  Husbandry/Crop   1   50   20   71   70.4    Business  Administration   0   19   20   39   48.7  

 Totals   3   114   62   179      Figure   11,   summarizes   the   overall   pursuance   of   further   studies   by   category.   We  

observe   that   more   degree   holders,   819   (76.6%)   went   for   further   studies   when  

compared  to  their  diploma  counterparts  114(63.6%).  

68  

 

Figure  11:  Pursuance  of  further  training  by  academic  award  

 

4.23 Statistical Hypotheses results

Ho:  Being  employed  or  not  is  independent  of  gender  

Ha:  Being  employed  or  not  is  not  independent  of  gender  

Table  23:  Employment  Vs  Gender  

    Gender    

 Employed    

   Female   Male   Total  

Yes   316   502   818    No  No  

24   19   43  Total      

340   521   861  

Table  24:  Chi-­‐‑Square  test  for  Employment  Vs  Gender   Value   df   P-­‐‑value  

Pearson  Chi-­‐‑Square   6.18   1   .025  Continuity  Correction   4.354   1   .037  Likelihood  Ratio   4.913   1   .027  No.  of  Valid  Cases   861           From   table   24   the   Pearson   Chi-­‐‑Square   value   is   0.025   which   is   less   than   our  

hypothesized  value  of  0.05.  We  therefore  reject  the  null  hypothesis  of  independence  

69  

 

and  conclude  that  being  employed  or  not  is  not  independent  of  a  graduate’s  Gender.  

In  other  words  Gender  has  some  contribution  in  a  graduate’s  being  employed  or  not.  

From   table   26   the   Pearson   Chi-­‐‑Square   value   is   0.001   which   is   less   than   our  

hypothesized  value  of  0.05.  We  therefore  reject  the  null  hypothesis  of  independence  

and  conclude   that  salary  earned  by  a  graduate   is  not   independent  of   the  academic  

programme  pursued  at  the  higher  education  institution.    

Ho:  Salary  earned  by  a  graduate  is  independent  of  the  academic  programme    

Ha:  Salary  earned  by  a  graduate  is  not  independent  of  the  academic  programme    

Table  25:  Salary  earned  Vs  Academic  Programme  

       

Salary  Range                      

Total  

         <Shs  200000    

Shs  200001-­‐‑500000  

Shs  500001-­‐‑1000000  

Shs  1000001-­‐‑1500000  

Shs  1500001-­‐‑2000000  

>Shs  2000000  

   

 Medicine       1   16   8   4   35   64  

Agriculture       2   12   16   8   10   48  

Food  Science  and  Technology       1   5   1   4   3   14  

Electrical/Civil/Mechanical  Engineering       1   9   12   13   44   79  

Sciences  (Biological  and  Physical)   1   3   9   6   5   2   26  

Computer  Science  and    Information  systems  

    2   10   11   10   32   65  

 Science  with  Education       18   18       5   3   44  

 Social  Sciences/SWASA   1   33   45   27   11   7   124  

 Industrial  Art  and  Design       2   7   6   2       17  

Music/Dance  /Drama/Performing  Arts       2   3   1       1   7  

Arts  with  Education   1   124   54   18   5   3   205  

Development  Studies       8   18   14   5   4   49  

Mass  Communication       10   9   13   8   14   54  

Total      

3   207   215   133   80   158   796  

70  

 

Table  26:  Chi-­‐‑Square  test  for  Academic  Programme  Vs  Salary  Earned  

    Value   df   P-­‐‑Value  

Pearson  Chi-­‐‑Square   441.325   60   .001  

Likelihood  Ratio   459.137   60   .000  

No.  of  Valid  Cases   796      

 

Ho:  Being  employed  or  not  is  independent  of  the  academic  programme  

Ha:  Being  employed  or  not  is  not  independent  of  academic  programme  

Table  27:  Academic  Programme  Vs  being  Employed  or  not  

       Employed  

 Total  

Academic  Programme        

Yes   No    

 Medicine   66   10   76  

Agriculture   49   1   50  

Food  Science  and  Technology   14   0   14  

Electrical/Civil/Mechanical  Engineering   79   0   79  

Sciences  (Biological  and  Physical)   26   0   26  

Computer  Science  and    Information  systems   68   2   70  

 Science  with  Education   44   1   45  

 Social  Sciences/SWASA   131   9   140  

 Industrial  Art  and  Design   17   0   17  

Music/Dance  /Drama/Performing  Arts   7   0   7  

Arts  with  Education   210   12   222  

Development  Studies   49   6   55  

Mass  Communication   58   2   60  

Total      

818   43   861  

Table  28:  Chi-­‐‑Square  test  for  Academic  Programme  Vs  being  Employed  or  not  

    Value   df   P  Value  

Pearson  Chi-­‐‑Square   25.630   12   .012  

Likelihood  Ratio   29.186   12   .004  

No.  of  Valid  Cases   861        

71  

 

From   table   28   the   Pearson   Chi-­‐‑Square   value   is   0.012   which   is   less   than   our  

hypothesized  value  of  0.05.  We  therefore  reject  the  null  hypothesis  of  independence  

and   conclude   that   the   being   employed   or   not   is   dependent   on   the   academic  

programme  pursued  at  higher  education..      

Ho:  Time  taken  to  get  into  employment  is  independent  of  the  academic  

programme  

Ha:  Time  taken  to  get  into  employment  is  not  independent  of  the  academic  

programme  

Table  29:  Academic  Programme  Vs  Time  to  get  into  gainful  employment  

       

Length  of  unemployment  from  Graduation  

           

Total  

   Academic  Programme    

     

<1yr   1-­‐‑2yrs   3-­‐‑4yrs   >5yrs    

 Medicine   61   3   0   0   64  

Agriculture   29   16   3   0   48  

Food  Science  and  Technology   10   3   1   0   14  

Electrical/Civil/Mechanical  Engineering   67   11   0   1   79  

Sciences  (Biological  and  Physical)   23   3   0   0   26  

Computer  Science  and    Information  systems   53   8   2   2   65  

 Science  with  Education   39   4   1   0   44  

 Social  Sciences/SWASA   70   34   14   6   124  

 Industrial  Art  and  Design   12   4   1   0   17  

Music/Dance  /Drama/Performing  Arts   5   2   0   0   7  

Arts  with  Education   144   47   11   3   205  

Development  Studies   35   8   6   0   49  

Mass  Communication   40   10   2   2   54  

Total      

588   153   41   14   796  

 

 

 

72  

 

Table   30:   Chi-­‐‑Square   test   for   Academic   Programme   Vs   Time   to   get   into   gainful  employment  

  Value   df   P-­‐‑value  

Pearson  Chi-­‐‑Square   77.102   36   .001  

Likelihood  Ratio   87.580   36   .000  

No.  of  Valid  Cases   796      

 

From   table   30   the   Pearson   Chi-­‐‑Square   value   is   0.001   which   is   less   than   our  

hypothesized  value  of  0.05.  We  therefore  reject  the  null  hypothesis  of  independence  

and   conclude   that   time   taken   to   get   into  gainful   employment   is  dependent   on   the  

academic  programme  pursued  at  a  higher  education  institution.    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

73  

 

CHAPTER  5:  EMPLOYERS’  EXPECTATIONS  We  got  a  total  of  85  employers  to  fill  questionnaires.  These  specifically  assessed  2005  

graduates   employed   by   them   when   compared   to   the   2006   tracer   that   assessed  

graduates   in   general.     Many   employers   did   not   want   to   give   information   in   this  

tracer  study  mainly  because  they  always  seemed  too  busy.      

5.1 Distribution of Employers by Sector

Table   31   displays   the   interviewed   employers   by   sector.   Secondary   education   and  

higher  education  registered  the  higher  number  of  employers  in  the  2012  tracer  study  

while   the   manufacturing,   transport   and   primary   education   registered   only   one  

employer.     Sectors   like   Agriculture,   Mining,   Research,   Insurance,   Judiciary   and  

Religious   institutions   did   not   register   a   single   employer   mainly   due   to   failure   of  

honoring  appointments  by  supervisors  of  graduates.    

Table  31:  Interviewed  employers  by  sector  

Employment  Sector    

Number  of  Employers  interviewed  

Percentage    

Secondary  Education   22   25.9  Higher/Tertiary  Education   14   16.5  ICT   6   7.1  Public  Administration   6   7.1  Telecom   5   5.9  Social  Work   4   4.7  Health   4   4.7  Trade   4   4.7  Finance/Banking/Audit   3   3.5  Construction   3   3.5  Media   3   3.5  Water  and  Sanitation   2   2.4  Hotels/Hospitality/Tourism   2   2.4  Energy/Electricity/Petroleum/Gas   2   2.4  Security   2   2.4  Manufacturing   1   1.2  Primary  Education   1   1.2  Transport   1   1.2    Totals   85   100.0  

74  

 

5.2 Method used to recruit Graduates into an Organization

From   figure   12,   the   most   commonly   used   recruitment   procedures   by   different  

organizations   were   Newspaper/   Radio/   Internet   Advertisements   followed   by  

internal   company   adverts   and   direct   applications   from   graduates.     The   least   used  

methods  were  Private  Employment  Agencies,  binding  students  by  scholarships  and  

other  methods  which  included  government  placements  and  head  hunting.  

Figure  12:  Methodology  for  recruiting  graduates  into  an  organization  

 

 

5.3 Employer   satisfaction  with   regard   to   graduate   employee’s   knowledge,   skills  

and  level  of  performance.

Out  of  the  85  employers  contacted,  50  employers  (59%)  said  they  were  satisfied  with  

the  knowledge,  skills  and  level  of  performance  of  graduates.  On  the  other  hand  35  

employers  (41%)  said  they  were  not  satisfied  with  the  knowledge,  skills  and  level  of  

performance  as  displayed  in  figure  13.  Employers  went  ahead  to  suggest  areas  that  

need   improvement   as   shown   in   figure   14.   The   most   emphasized   area   for  

75  

 

improvement  was   the  provision  of  hands  on  training   in  higher  education  followed  

by  ethics,  computer  skills  and  others  which  included  attitude  of  graduates  towards  

work  and  accountability.  

Figure  13:  Employer  satisfaction  with  skills  and  knowledge  of  graduates  

 

Figure  14:  Areas  suggested  for  improvement  by  employers  

 

76  

 

5.4  Challenges  encountered  by  employers  in  recruiting  skilled  human  resource  

Employers  listed  a  total  of  21  challenges  as  shown  in  table  32.  Topping  the  list  was  

poor  remuneration  which  was  cited  by  32  employers,   followed  by   lack  of  practical  

skills,  high   labour   turn  over,  poor  attitude  of  graduates   towards  work  and   lack  of  

experience.  Least  cited  problems  included  retention,  bureaucratic  policies,  tribalism  

and  lack  of  confidence  among  graduates.  

Table  32:  Challenges  faced  by  employers  in  recruiting  graduates  

Challenge  encountered   Number  of  employers   %ntage  

Low  salaries/  Poor  remuneration   32   37.6  

Lack  of  Practical  Skills   13   15.3  

High  Labour  Turnover   12   14.1  

Laziness  and  poor  attitude  towards  work   12   14.1  

Lack  of  experience   12   14.1  

Excellent  Grades  Vs  Output  Mismatch   10   11.8  

Competition   9   10.6  

Lack  of  Human  Resource  skills   9   10.6  

Being  Rural  Based   6   7.1  

Inadequate  Equipment   5   5.9  

High  Cost  of  Living   5   5.9  

Forged  documents   4   4.7  

Poor  Communication  Skills     3   3.5  

Political  Interference   2   2.4  

Lack  of  ethics  and  integrity   2   2.4  

Lack  of  funds   2   2.4  

Need  for  further  training   1   1.2  

Retention       1   1.2  

Bureaucratic  Policies   1   1.2  

Tribalism   1   1.2  

Lack  of  confidence   1   1.2  

5.5 Actions taken by employers to remedy the problems encountered

Employers   are   taking   a   number   of   steps   to   remedy   the   problems   encountered   in  

recruiting   skilled   human   resource   as   show   in   figure   15.   Most   employers   conduct  

induction  courses  and  capacity  building  training.  The  two  methods  were  sighted  by  

27  (29.4%)  and  9  (10.4%)  respectively.  The  least  used  methods  are  in  addressing  the  

77  

 

challenges   were   downloading   manuals   and   procedures   that   were   scored   by   2  

employers  and  offering  internships  to  graduates  that  were  scored  by  1  employer.    

Figure  15:  Remedies  to  challenges  faced  by  employers  in  recruiting  graduates  

 

From   figure   16,   65   (83%)   employers   confirmed   that   some   higher   education  

institutions   perform   better   than   others   and   only   13   (17%)   employers   said   all  

institutions  are  the  same.  Table  33  details  areas  of  excellence  per  institutions.  As  far  

as   engineering   is   concerned,   55.3%   of   the   employers   said   Kyambogo   University  

produced   good   engineers   when   compared   to   the   37.6%   who   scored   Makerere  

University.  In  the  field  of  Medicine,  23.5%  of  the  employers  said  Mbarara  University  

of  Science  and  Technology  produced  good  doctors  followed  by  Makerere  University  

at  14.1%.    

78  

 

5.6  Performance  of  Institutions  as  per  employers  suggestions  

Figure  16:  Whether  some  HE  institutions  are  better  than  others  

 

Table  33:  Areas  of  excellence  for  different  universities  as  mentioned  by  employers  

Institution   Area  of  Excellence   Number   %ntage  Islamic  University  in  Uganda   Education   10   11.8     Law   12   14.1          

Kyambogo  University  Education-­‐‑Teaching  Methods  and  Administration   32   37.6  

  Engineering   47   55.3     Professionalism   2   2.4     Technical  Courses   10   11.8          Makerere  University   Ceramics   14   16.5     Education   8   9.4     Engineering   32   37.6     Humanities   42   49.4     ICT   26   30.6     Leadership   5   5.9     Research   11   12.9     Medicine   12   14.1     Site  Administration   4   4.7     Music/Drama/Performing  Arts   15   17.6          Makerere  University  Business  School   Accounting  and  Finance   5   5.9  

79  

 

  Business   5   5.9     Management   4   4.7  Mbarara  University  of  Science  and  Technology   Medicine   20   23.5     Professionalism   9   10.6     Education-­‐‑Science   6   7.1          Ndejje  University   ICT  and  Education   2   2.4          Uganda  Christian  University   Education   12   14.1     Law   5   5.9     Ethics  and  Integrity   5   5.9     Business  Law   11   12.9  

 Business  Administration  and  Management   15   17.6  

  Social  Work  and  Social  Administration   18   21.2     ICT   2   2.4     Procurement   6   7.1          Uganda  Management  Institute   Management   13   15.3          Uganda  Martyrs  University   Humanities   2   2.4  

  ICT   1   1.2     Management   8   9.4  

In  the  diploma  category,  the  institutions  in  table  34  were  mentioned  by  employers  

with  corresponding  areas  of  excellence.  Nkozi  NTC  was  highly  scored  by  employers  

for  education  at  36.5%  followed  by  Kyambogo  at  10.6  %.  Notably  employers  were  

not  restricted  to  the  sample  institutions  only  hence  they  gave  a  general  picture  of  

higher  education  institutions.  

Table  34:  Areas  of  excellence  for  diploma  awarding  institutions  

Institution   Area  of  Excellence  Number  of  Employers   %Ntage  

Bukalasa  Agric.  College   Practical  Subjects   6   7.1  

Kakoba  NTC  (Former)   Education   2   2.4  

Kichwamba   Bricklaying   6   7.1  

Kyambogo   Education   9   10.6  

Mubende  NTC   Education   5   5.9  

Ngeta    NTC   Science  Teachers   2   2.4  

80  

 

Nkozi  NTC   Education   31   36.5  

UCC  Pakwach   Finance   6   7.1  

UMI   Management   5   5.9  

UTC  Elgon   Concrete  Work   6   7.1  

 

5.7  Academic  programme  enrolment  levels  suggested  by  employers  

A  total  of  16  academic  programmes  were  a  mentioned  by  at  least  one  employer  as  

having  inadequate  enrollment  levels  at  higher  education  institutions.  Programmes  at  

the  top  of  this  list  were  Medicine,  Engineering  and  Science  with  Education  as  shown  

in  table  35.    Furthermore,  employers  suggested  a  number  of  programmes  whose  

enrollment  is  seemingly  adequate  as  shown  in  table  28.  On  top  of  this  list  was  Arts  

with  Education,  Business  Administration  and  Social  Sciences.  

Table  35:  Academic  programmes  whose  enrollment  is  inadequate  

Academic  Programme      

Reason  why  graduates  are  inadequate    

Number  of  Employers    

Medicine          

• Being  highly  specialised  • Labour  movement  in  East  

Africa  • Few  institutions  teach  the  

course    

7          

Engineering            

• Labour  movement  in  East  Africa  

• Few  institutions  teach  the  course  

• Further  training  needed      

7      

Science  With  Education      

• Few  institutions  teach  the  course  

 

7      

Programming  and  Networking        

• Being  highly  specialised  • Few  institutions  teach  the  

course    

3        

81  

 

Information  Technology    

• Additional  training  needed    

3    

Agricultural  Mechanisation  and  Irrigation    

• Being  highly  specialised  • Additional  training  needed  

2    

Research    

• Additional  training  needed    

2    

Ginning  and  Textile      

• Few  institutions  teach  the  course  

 

2      

Computerised  Graphic  Design      

• Few  institutions  teach  the  course  

 

2      

Entrepreneurship    

• Few  graduates    

1    

Ceramics    

• Few  graduates    

1    

Enrolled  Nurses    

• Labour  movement  in  EA     1  

Construction  Management    

• Additional  training  needed    

1    

Architecture    

• Additional  training  needed    

1    

Cosmetics  Technology    

• Additional  training  needed    

1    

82  

 

Printing    

• Being  highly  specialised    

1    

 

Table  36:  Academic  programmes  whose  enrollment  is  adequate  

Academic  Programme      

Reason  why  graduates  are  Adequate      

Number  of  Employers    

Arts  with  Education    

• Many  applications  everyday  • Many  institutions  teach  the  course  

 19    

Business  Administration    

• Many  applications  everyday    

9    

Social  Sciences    

• Many  institutions  teach  the  course    

5    

Commerce    

• Many  applications  everyday    

3    

Development  Studies    

• Many  institutions  teach  the  course    

3    

Finance      

• Many  applications  everyday  • Students  like  the  sector    

2      

SWASA    

• Many  institutions  teach  the  course    

2    

Law    

• Many  applications  everyday    

1    

Accounting    

• Students  like  the  sector    

1    

Project  Management    

• Many  applications  everyday    

1    

 

5.8  Specific  skills  required  by  employers  that  higher  education  should  provide  

It  was  in  the  interest  of  this  tracer  study  to  establish  skills  required  by  employers  

from  higher  education  institutions.  Employers  emphasized  that  higher  education  

institutions  must  give  more  time  to  practical  courses  (28.2%),  communication  and  

interpersonal  skills  (24.7%),  leadership  skills  and  entrepreneurship  (16.5%)  as  shown  

in  table  37.  

83  

 

Table  37:  Skills  required  by  employers  

Required  Skills  Number  of  Employers  

suggesting  it   Percentage  Practical  be  given  more  time   24   28.2  Communication/Interpersonal  Skills   21   24.7  Managerial/Leadership  Skills   14   16.5  Small  Scale  Business/  Entrepreneurship   12   14.1  Innovative/Creative/Critical  thinking   11   12.9  Professional  and  Ethical  Skills   10   11.8  Financial  Management/Accounting   9   10.6  Programming  and  Networking     9   10.6  Project  Planning  and  Management   8   9.4  Information  Technology/  Computer  Skills   7   8.2  Administrative  Skills   5   5.9  Research  and    Emphasis  on    Reading  Culture   5   5.9  Indigenous  Knowledge  Systems   4   4.7  Customer  Care   4   4.7  Resource  Mobilisation   4   4.7  Market  Research   3   3.5  Post  Graduate  Courses   3   3.5  Professional  Courses   3   3.5  Record  and  Data  Management   3   3.5  Monitoring  and  Evaluation     3   3.5  Guidance  and  Counselling  Skills   3   3.5  Problem  Solving  Techniques   2   2.4  Industrial  Training/  School  Practice   2   2.4  Vocational  Skills   2   2.4  Midwifery  Skills   2   2.4  Language  Skills   2   2.4  Team  Work   1   1.2  Child  Care  Rights   1   1.2  Time  Management   1   1.2  Multidisciplinary  Thinking   1   1.2  Special  Needs  Education   1   1.2  Procurement  Skills   1   1.2  Surveying   1   1.2  Assessment  Skills  in  Education   1   1.2  Administrative  law   1   1.2  

 

84  

 

CHAPTER  6:  CONCLUSIONS  AND  RECOMMENDATIONS  

6.1  Conclusions  

The   study   made   numerous   findings   in   as   far   as   the   graduates’   and   employers’  

expectations   were   concerned.   From   these   findings   a   number   of   conclusions   and  

recommendations  can  be  drawn  about  the  relevance  of  higher  education  to  the  skills  

required   on   the   job,   employment   opportunities   for   fresh   graduates,   necessary  

curriculum  reviews  and  the  labour  market  demands  in  Uganda.    Below  are  some  of  

the  conclusions;  

a) Overall   the   study   reached   out   to   1248   graduates   of   which   474   (37.98%)   were  female   while   774   (62.02%)   were   male.   Thus   female   enrollments   must   be  encouraged.  

b) Graduates   in   formal   employment  were   951   (76.2%),   those   not   employed   at   the  time  of  interviews  were  58  (4.6%),  2  (0.2%)  graduates  had  never  been  employed  and  237  (19.0%)  graduates  were  self  employed.  This   level  of  employment   is  not  disappointing   though   it   could   be   better.   So   entrepreneurship   skills   need   to   be  emphasized   at   higher   education   to   increase   the   number   of   self   employed  graduates.    

c) Out   of   the   1248   graduates   interviewed   873   (70%)   worked   in   urban   areas,  365(29.2%)   worked   in   rural   areas   and   only   10   (0.8%)   worked   abroad.   Thus  services  in  rural  areas  need  improvement  to  encourage  graduates  to  work  there.    

   

d) We   observed   that   71.4%   of   the   diploma   holders   found   their   higher   education  

training   very   relevant   to   the   skills   required   by   their   employers.   Therefore  

Government  should  refocus  on  supporting  diploma  programmes  and  build  more  

technical   and  middle   level   institutions.   This   is   crucial   as   it   is   the  middle   level  

trainees   who   build   and   repair   nations.   On   the   other   hand,   only   49.5%   degree  

holders   found   their   training  very   relevant   to   the   skills  needed  on   the   jobs   they  

were   working   on.   May   be   all   degree   programmes   should   have   a   practical  

component  that  is  needed  in  the  job  market.  Suggested  improvements  to  be  made  

per  academic  programme  are  as  detailed  in  Chapter  four.  

85  

 

e) Looking  at   employment  of  graduates  by   sector,   secondary  education  employed  

the   highest   number   of   graduates,   followed   by   higher/tertiary   education,   health  

and   then   finance   and   banking.   However,   each   sector   employed   at   least   one  

graduate.  

f) For  the  time  taken  to  get  into  gainful  employment,  95.5%  of  medical  doctors  and  

92.6%  clinical  officers  got  into  gainful  employment  in  less  than  a  year  which  was  

the  highest  for  the  degree  and  diploma  category  respectively.  On  the  other  hand  

fewer   social   scientists   got   into   gainful   employment   within   their   first   year   of  

graduation  with   a   percentage   of   55.7%.   In   the   diploma   category   only   28.6%   of  

holders   of   a   diploma   in   business   administration   got   into   gainful   employment  

within   the  year  of  graduation.  This  re-­‐‑emphasizes  government   focus  on  science  

and  technology.  Thus  Government  should  continue   to  support  applied  sciences  

as  this  is  the  area  the  market  easily  absorbs.  

g) The   salary   earned   and   the   time   taken   to   get   into   gainful   employment   showed  

dependence  on  the  academic  programme  pursued  at  higher  education  according  

to  the  Chi-­‐‑Square  test  for  independence.  

h) Engineers  were  the  most  highly  paid  with  87.3%  of  the  interviewed  earning  over  

Shs1,000,000  followed  by  computer  scientists  at  77.9%  while  teachers  of  both  arts  

and  science  subject  were  the  least  paid  with  only  12.4%  and  18.2%  earning  over  

Shs1,000,000   respectively.   In   the   diploma   category,   electrical   and   mechanical  

engineers   were   the   most   highly   paid   with   30.8%   of   them   earning   more   than  

Shs1,000,000  while  agriculturalists  were  the  list  paid  with  only  8.3%  earning  more  

than  Shs1,000,000.  

i) As   far   as   teaching  of   engineering   courses   is   concerned,   55.3%  of   the  employers  

said   Kyambogo   University   produced   better   engineers   when   compared   to   the  

37.6%  who   scored  Makerere   University.   In   the   field   of  Medicine,   23.5%   of   the  

employers   said   Mbarara   University   produced   better   doctors   followed   by  

Makerere  University  at   14.1%.  Mbarara  University’s   system  of   sending  medical  

86  

 

students  in  the  field  should  be  adopted  by  all  health  professional  trainers  at  both  

degree  and  diploma  levels.  

j) The   highest   number   of   graduates   (33.6   %)   in   the   degree   category   employed  

formally   got   information   through   a   relative   or   friend   while   their   diploma  

counterparts  (31.6  %)  got  this  information  from  the  newspapers.  The  ministry  of  

labour   should   therefore   create   job   search   centers   where   employers   and   job  

seekers  can  go  to  get  information.  

k) Non  transparency  and  limited  social  networks  were  the  most  identified  problems  

encountered  by  graduates  during  the  search  for  jobs.  However,  a  good  number  of  

graduates   did   not   encounter   any   problems   so   a   graduate   can   get   into   gainful  

employment   without   many   difficulties.   Ignorance   of   the   existence   of   jobs   and  

skilled  work  affects  both  employers  and  job  seekers.  Educators  seem  to  have  no  

loci  standi  in  this  equation.  

l) There   is   need   to   strike   a   balance   between   theory   and   practical   training   on   all  

undergraduate   and   diploma   programs.   This   was   not   only   emphasized   by  

employers  but  all  graduates  irrespective  of  the  discipline.  

m) There  is  a  need  for  higher  education  institutions  to  maintain  updated  databases  

of  their  graduates  to  ease  the  location  of  graduates  in  future  tracer  studies.  

n) From   the   employers,   the   most   commonly   used   recruitment   procedures   by  

different   organizations   were   Newspaper/   Radio/   Internet   Advertisements  

followed   by   internal   company   adverts   and   direct   applications   from   graduates.  

Employers  are  therefore  encouraged  to  develop  websites  and  post  jobs  there  for  

job  seekers  to  download  

o) Looking  at  further  studies  pursued  by  graduates,  we  observed  that  more  degree  

holders,   that   is   819   (76.6%),   than   their   diploma   counterparts   that   is   114(63.6%)  

went   for   further   studies.   The   NCHE   should   therefore   develop   a   Credit  

Accumulation  and  Transfer  System  to  help  diploma  holders  to  use  their  acquired  

87  

 

study  to  move  up  the  academic  ladder  and  to  ease  mobility  of  students  amongst  

programmes  and  institutions.  

p) Some   of   the   challenges   faced   by   employers   in   recruiting   graduates   were   poor  

remuneration  which  was  sighted  by  32  employers,  followed  by  lack  of  practical  

skills   by   students,   high   labour   turn   over,   poor   attitude   of   graduates   towards  

work  and  lack  of  experience.    

q) A  total  of   sixteen   (16)   academic  programmes  were  a  mentioned  by  at   least  one  

employer   as   having   inadequate   enrollment   levels   at   higher   institutions   of  

learning.   Programmes   at   the   top   of   this   list   were   Medicine,   Engineering   and  

Science   with   Education.   Furthermore,   employers   suggested   a   number   of  

programmes   whose   enrollment   is   seemingly   adequate   and   the   top   three   were  

Arts  with  Education,  Business  Administration  and  Social  Sciences.  

6.2  General  Recommendations  

• Institutions  must  engage   in   curriculum  review  of  academic  programmes  as  per  

recommendations  to  make  their  students  obtain  skills  needed  in  the  job  market.  

However,   in   doing   so,   they   must   not   defeat   the   purposes   for   which   higher  

education  stands  for:  the  creation  of  a  thinking  and  innovative  mind  that  is  able  

to  face  challenges  of  the  changing  world.    

• There   is  need  to   improve  services   in  rural  areas  since  most  of   the  graduates  do  

not   want   to   work   in   rural   areas   as   mentioned   by   a   number   of   employers.  

Programmes  should  also  be  designed  in  a  way  that  students  skills  can  be  used  in  

rural  areas.  

• Enrollment   for   female   students   into   critical   programmes   of   science   and  

technology  must  be  improved  because  it  is  still  very  low  compared  to  their  male  

counter  parts.  

• Applied  science  programmes  offer  students  better  opportunities  for  employment  

so  students  must  be  encouraged  to  pursue  these  programmes.  

88  

 

• Graduates  must   also   be   encouraged   to   use  modern   technology   like   the   use   of  

internet   during   the   search   for   gainful   employment   to   increase   their   chances   of  

getting  a   job.  This   is  because   it  was  observed   that  no  diploma  holder  got   a   job  

through  the  use  of  the  internet  yet  job  postings  are  always  there.  

• Employers  should  be  encouraged  to  exercise  transparency  during  recruitment  of  

fresh  graduates  since  it  was  a  commonly  encountered  problem.  

• Employers   should   be   encouraged   to   set   up   staff   development   programmes   to  

improve  and  update  the  skills  and  knowledge  of  graduates.  

• Practical,  entrepreneurship,  leadership  and  financial  management  skills  must  be  

given  more  time  in  all  academic  programmes.  

• The  country  needs  more  diploma  than  degree  holders.  Diploma  holders  must  be  

helped   to   continue  with  higher   levels  of   education.  A  credit  Accumulation  and  

Transfer  System  must  be  put  in  place  

• Individual   higher   education   institutions   to   conduct   tracer   studies   in   order   to  

establish  what  their  graduates  need  to  remain  competitive  in  the  job  market.  

• Higher   education   institutions  must  maintain  updated  databases   for   graduating  

students  or  strengthen  alumni  association  to  ease  tracing  graduates  in  future.  

• Greater   coordination   between   all   government   ministries   responsible   for  

manpower   training,   economy  and  development   be   emphasized   to   avoid  blame  

games  of  who  is  failing.  

 

 

 

 

 

 

89  

 

REFERENCES    1. Abu  Bakar  Md.  Y.,   Jani  R  and  Zubairi  Y.  Z.   (2009),   “An  overview  of  Graduate  

Employability   of   recent   Graduates:   Some   Facts   and   Figures”,   Seminar   on  

Employability,  the  Ministry  of  Higher  Education  of  Malaysia.  

2. Alan  Agresti  “Categorical  Data  Analysis”  Second  Edition,  (2002).  

3. Anderson,   Sweeney   and  Williams   “Modern   Business   Statistics   with   Microsoft  

Excel”,  2002.  

4. de   Guzman,   A.B.   and   de   Costa,   B.V.   (2008),   Employment   and   employability  

profile  of  a  select  group  of  Filipino  college  graduates,  KJEP  5:  1(2008)  pp  63-­‐‑81  

5. Gerald  V.  Post  “Database  Management  Systems”,  Third  Edition  2005.  

6. National   Council   Higher   Education   (2007),   Graduate   tracer   and   employers  

expectations  studies.  NCHE,  Kampala  

7. National  Council  for  Higher  Education  (2010),  The  State  of  Higher  Education  

and  Training  in  Uganda  Report  2010.  NCHE  Kampala  

8. Unwin,   L.   (2003)   Being   Responsive:   Colleges,   communities   and   ‘stakeholders’   in  

Cosser,   I.,   Macgrath,   S.,   Badroodien,   A.   and   Maja   B.   (editors).   HSRC  

Publishers,  Capetown.  

9. Uganda.  The  Universities  and  Other  Tertiary  Institutions  Act,  2001  

10. United  Nations   Fund   for   Population  Activities   (2010),   The   State   of   Uganda  

Population  Report  2010.    UNFPA,  Kampala  

 

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 APPENDICES  

Appendix  I:  Graduate  Tracer  Survey  Questionnaire  

TRACER STUDY QUESTIONNAIRE FOR GRADUATES FROM UNIVRSITIES AND OTHER TERTIARY INSTITUTIONS WHO COMPLETED IN 2005 Dear Sir/Madam; Good Morning/Afternoon. I am _______________. I am part of a team of researchers from the National Council for Higher Education (NCHE). We are conducting a Tracer Study of graduates from Universities and Other Tertiary Institutions in Uganda who completed their studies in 2005. The data obtained will assist the NCHE effectively formulate and implement training programmes relevant to our labour market. You are kindly requested to spare some few minutes to help complete a survey regarding employment of graduates. All information obtained will be treated with utmost confidentiality.

Student Code:

University/College Code:

Code for Program Offered:

INTERVIEWER TO COMPLETE THE FOLLOWING FOR EACH VISIT

VISIT 1 VISIT 2 FINAL VISIT Day Day Day Month Month Month *result *result *result *result codes:

1 = completed 2=not at home/office

3 = postponed 4 = refused

5= partly completed 6 = incapacitated

7=outside country 8 = dead

Next visit Next visit Total no. Of Visits Date Date Time Time

Name of Interviewer: Name of Supervisor:

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SECTION A: PERSONAL INFORMATION-please circle the most appropriate alternative

1. Name (Optional)............................................................................................................

2. Gender

a. Female b. Male

3. Telephone Contact(s)....................................................................................................

4. E-mail contacts:....................................................................................................

5. Age when you completed the course a. 16-24 b.25-34 c.35-49 d. 50-64 e. 65+

6. Year when you completed the course:....................................

7. Name of the Institution: ..............................................

8. Your home district .................................., and region:..................................................

9. What was your award at graduation in 2005?

a. Degree b. Diploma

10. From which course (circle from table below)

....................................................................................................... BACHELORS DIPLOMAS a) Degree in Medicine a) Diploma in Building and Civil Engineering b) Degree in Agriculture b) Diploma in Electrical/Mechanical

Engineering c) Degree in Food Science and Technology c) Diploma for Clinical officers d) Degree in Electrical/Civil/Mechanical Engineering d) Diploma in Agriculture/Animal

Husbandry/Crop e) Degree in Sciences (Biological and Physical) e) Diploma in Business Administration f) Degree in Computer Science and Information

systems f) Diploma in Procurement and logistics

management g) Degree in Science with Education h) Degree in Social Sciences/SWASA i) Degree in Industrial Art and Design j) Degree in Music/Dance /Drama/Performing Arts k) Degree in Arts with Education l) Degree in Development Studies m) Degree in Mass Communication

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SECTION B: EMPLOYMENT HISTORY 11. Current employment status? a. Formally Employed b. Not Employed c. Never Been Employed d. Self employed

If FORMALLY EMPLOYED OR SELF EMPLOYED skip to question 13, if NOT EMPLOYED go to question 12 then consider the period when you were employed to answer questions that follow and; if NEVER Been EMPLOYED Skip to Question 32

12. Please state the reasons why you are currently NOT employed a) Contract Ended b) Terminated by Employer c) Resigned

d) Family Concerns e) Sickness f) Others specify...............................................

13. Name of the district (or country, if outside Uganda) where you are currently/ were

employed...................................................................................... (If self employed please indicate the district /country you are working in)

14. How would you classify the setting in which you work? a. Rural b. Urban c. Abroad

15. Name of employing organisation...........................................................................................

(If self employed please indicate self employed)

16. What were the terms of employment? a) Permanent/Full Time b) Part Time c) Self employed

d) Family Business e) Temporary f) Contract

(Skip to question 18 if NOT self employed) 17. If self employed in question 15 above, please list the skills acquired from your higher

education programme/course that you are using in your work?

a.............................................. c................................................. b.............................................. d................................................

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18. In what sector would you classify the activities of your organization?

a. Agriculture

b. Research c. Judiciary

d. Water and Sanitation e. ICT f. Manufacturing

g. Finance/Banking/Audit/Accounts h. Hotels /Tourism/Hospitality i. Social Work

j. Health k. Mining l. Public Administration

m. Higher/Tertiary education n. Trade o. Construction

p. Primary education q. Transport r. Energy/Electricity/Petroleum/Gas

s. Secondary education t. Insurance u. Religious

v. Security w. Local Goverment x. Telecom

y. Other Specify...............................

19. How long (from graduation) did it take you to get a job?

a. Less than 1 year

b. 1- 2 years

c. 3-4years

d. More than 5 years

20. How did you get to know about the job?

a. News paper e. Door to door hunting

b. Radio f. Through a Friend/Relative

c. Internet g. Through internship/internal advert

d. It was reasonable to employ myself h. Other Specify....................................

21. How many employers did you contact before getting this job?

a. None b. 1-4 employers

c. 5-8 employers d. 9 -12 employers e. More than 12 employers

22. How long have you been working for your current employer/ been self employed? a. Less than a year c. 3- 4 years

b. 1 - 2 years d. 5 years and more

23. How many employers did you work for before the current one? a. None c. 2 employers

b. 1 employers d. More than 2 employers

24. Is your current employer your first one? a. Yes b. No

If your answer is Yes, skip to question 26.

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25. Why did you leave your previous employment? a. Sought improved wage f. Found employment in my area of specialisation

b. Sought improved working Conditions g. Started my own business

c. Needed to change environment h. Contract Ended

d. Wanted new challenges i. Other (Specify)...........................................................

e. Retrenched

26. Is your current job related to your field of study/discipline? a. Yes b.No

(If Yes Skip to question 29) 27. (If No to question 26), why did you change your career?

a. Lack of career progression b. Poor remuneration c. Poor working conditions d. Inappropriate Skills e. Limited Opportunities in my career f. Other (please specify)..........................................

28. If answer to 26 above is a “No”, which additional training did you have to undertake to suit the job requirements? (Circle a maximum of 3)

a. PGD f.Customer Care courses

b.Masters Degree g. Professional Accounting Courses

c. PhD h.MandE course

d.IT Training i. Bachelors Degree

e.Project Planning j. Others specify...................................................................

29. What do you think was mainly considered for your recruitment?(Circle a maximum of 3)

a. Excelled at the interview i. Excellent academic grades b. Field of study j. Previous work experience

c. Personality k. Reputation of my institution

d. Great research project/Thesis l. They are relatives/Friends

e. Religion m. My gender

g. Tribe n. Language

h. Had acquired additional qualifications o. Other specify..........................................

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30. Did you experience any of the following problems during job search? (Circle a maximum of 3)

a. Non transparency in recruitment f. Sexual harassment

b. Limited social connections/Networks g. Gender discrimination

c. Inadequate experience h. Disability discrimination

d. Limited Opportunities in my field i. None of the above

e. Bribes to employers

j. Others Specify.....................................................

31. Which category fits your gross monthly salary/income from your main employment best?

a. Less than Ushs. 200,000 d. Ushs 1,000,001 to 1,500,000

b. Between Ushs 200,001 to 500,000 e. Ushs 1,500,001 to 2,000,000

c. Ushs 500,001 to 1,000,000

f. Above Ushs. 2,000,000

32. If answer to Question 11 is –“Never Been Employed”, Please state reason(s) why you have never been employed (circle a maximum of 3)

a. Went for further studies right away d. Did not look for a job

b. Family concerns e. Health-related reasons c. No job opportunity

f. Lack of work experience

g. Other Specify..........................................

SECTION C: SKILLS ACQUISITION, QUALITY OF TRAINING AND EMPLOYER SATISFACTION

33. Compare the skills you acquired from your Higher Education training and your ability to perform on your current or previous jobs), how would you describe relevance of your training in higher education to skills needed to do your job.

a. Very Relevant b. Adequate c. Not Relevant 34. To what extent would you recommend the course/programme you enrolled for at your

institution to a friend, colleagues or relative?

a. Highly recommended b. Recommend

c. Recommend with adjustments d. Not Recommend

35. Which courses of your academic discipline do you find the most relevant to your current/previous job?

a............................................... b..............................................................

c............................................... d..............................................................

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36. Which additional courses/course units would you recommend to be added to the curriculum of your field of study/discipline to make the graduates more marketable

a............................................... b..............................................................

c............................................... d..............................................................

37. Have you attended any additional professional or work related training(s) since your course completion?

a. Yes b.No

(If “Yes” please list the courses in the spaces provided below; if “No” go to question 38)

COURSE NAME DURATION

a....................................................................................................................................................................................

..................

b......................................................................................................................

..................

c......................................................................................................................

.................. d............................................................................................................................................... .......................

38. What is your opinion with regard to the following statements on the adequacy of Higher Education Training, graduates employability and their ability to perform their jobs? Use a tick please (√)

SDA-Strongly Disagree, DS-Disagree, NA-Not Applicable, A-Agree, SA-Strongly Agree Statements SDA DS NA A SA

a. My training adequately prepared me for work

b. My former/current employer was/is satisfied with my level of knowledge and skills

c. I can easily be trained to improve my level of skills

d. I can easily change jobs within my area of specialisation

THANK YOU

 

 

 

 

 

 

 

 

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Appendix  II:  Employers  Expectation  Questionnaire  

EMPLOYERS TRACER STUDY QUESTIONNAIRE- FOR GRADUATES OF 2005 (To be addressed to Immediate Supervisors/HR of Targeted Organisations) Dear Sir/Madam, I am part of a team of researchers from the National Council for Higher Education (NCHE). We are conducting a tracer study of graduates who successfully completed their studies in 2005 from Universities and Tertiary institutions in Uganda. The data obtained will assist the NCHE to effectively formulate and implement training plans that meet the needs of the labour market and employers expectations. You are kindly requested to spare some few minutes to help complete this survey questionnaire regarding employment of Higher Education Graduates. All information obtained will be treated with utmost confidentiality

INTERVIEWER TO COMPLETE THIS SECTION

Name of Key Informant (Optional): Name of Organization:

Telephone Contacts:

e-mail:

Telephone Contacts:

e-mail:

Title of Key Informant: Date of Interview:

Name of Interviewer: Name of Supervisor:

1. Name of the District where the Organisation is found..............................................

2. In what sector would you classify the activities of your organisation? (Circle a maximum of 3).

a. Agriculture

b. Research c. Judiciary

d. Water and Sanitation e. ICT f. Manufacturing

g. Finance/Banking/Audit/Accounts h. Hotels /Tourism/Hospitality i. Social Work

j. Health k. Mining l. Public Administration

m. Higher/Tertiary education n. Trade o. Construction

p. Primary education q. Transport r. Energy/Electricity/Petroleum/Gas

s. Secondary education t. Insurance u. Religious

v. Security w. Telecom x. Other Specify...............................

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3. What kind of procedures does the company/organization use to recruit graduate

employees? (Circle a maximum of 3)

a. Advertisements of vacancies in newspapers

b. Internal advertisements of vacancies

c. Direct application of graduates

d. Placement service unit at the training institutions

e. Personal contacts to graduates

f. Private employment agencies

g. Binding students by scholarships

h. Other: .................................................

4. Are you satisfied with the skills acquired by your graduate employees from higher education institutions?

a) Yes b) No 5. (If NO to question 3), what areas do you think could be improved?

a. Computer skills b. Hands on training

c. Ethics d. Others specify.................................

6. Do you feel that higher education adequately prepares graduates for the world of work? a) Yes b) No

7. (If no to question 6), what areas do you think need to be improved; give a maximum of 3? (Please give a reason for your answer

Areas that need improvement Reason a.

b.

c.

8. What challenges does the organization face in recruiting skilled and well-trained human resource?

a............................................... b.............................................................. c............................................... d..............................................................

9. Which skills and competencies are needed by the organization but are not readily available in Uganda? What has this organization done about it?

Type of skills lacking in the country

Action Taken by the organization to address this

a.

b.

c.

d.

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10. Are there graduates of certain training institutions that appear to perform better than

others?

a) Yes b) No 11. With respect to the activities of your organisation, which higher education training

institutions seem to produce graduates who are better performers (give a maximum of 3 in each category starting with the one you consider best)?

UNIVERSITY NAME AREA OF EXCELLENCE BY THE UNIVERISTY

DIPLOMA AWARDING INSTITUTION NAME AREA OF EXCELLENCE BY THE TERTIARY INSTITUTION

a................................................

............................... a...............................................................

............................................... b...............................................

................................

... b...............................................................

................................................ c...............................................

................................ c...............................................................

................................................ 12. Why do you say graduates from these institutions perform better than graduates from other

institutions?

UNIVERSITIES DIPLOMA AWARDING INSTITUTIONS

a................................................ a............................................................... b............................................... b............................................................... c............................................... c...............................................................

13. Considering any 3 core activities of your organisation, do you think the higher education institutions in Uganda are producing adequate numbers to meet the market demand? (Name the course/Academic programme where you have adequate/inadequate graduates with respect to your core activities)

COURSE NAME YES (Please tick (√))

Reason why you think number adequate (Please Circle)

NO (Please tick (√))

Reason why you think numbers inadequate (Please Circle)

1. a. Many applications everyday a. We are highly specialised thus few graduates

b. Many institutions teach the course b. Labour movement in East Africa

2. c. Students like the sector c. Additional training required

d. No additional training required d. Few institutions with this course

3. e. Other Specify.......................... e. Other Specify..........................

14. What specific skills would you wish Higher Education Institutions in Uganda to provide to your potential employees?

Skills a) ......................................................................................................................

b) .......................................................................................................................

c) .......................................................................................................................

d) .......................................................................................................................

e) .......................................................................................................................

THANK YOU