Examining curriculum alignment for graduate employability : a qualitative study of selected undergraduate programmes at Makerere University, Uganda

Abstract

Graduate employability has emerged as a critical concern for higher education institutions worldwide, particularly in contexts where expanding graduate output is not matched by labour-market absorption. In Uganda, universities face increasing pressure to ensure that their curricula adequately prepare graduates for the workplace and entrepreneurship. This qualitative multiple-case study examined the alignment between curriculum design and graduate employability at Makerere University, focusing on learning outcomes, curriculum content, teaching–learning approaches, and assessment practices across selected programmes in four colleges. Guided by employability theory and the constructive alignment framework, data were generated through document analysis of programme curricula and semi-structured interviews with academic leaders and lecturers. Thematic analysis revealed that while employability is widely acknowledged at the institutional level, its integration into curricula is uneven and often implicit. Programme learning outcomes primarily emphasize disciplinary knowledge, with limited explicit articulation of transferable skills, particularly in arts-based programmes. Science- and professionally oriented programmes demonstrated greater alignment through practical components and experiential learning opportunities, whereas humanities and education programmes remained predominantly theoretical. Teaching and assessment practices were essentially lecture- and examination-driven, constrained by large class sizes and limited resources, despite recognition of the value of student-centred and authentic approaches. The study concludes that curriculum alignment for graduate employability at Makerere University is partial and inconsistently enacted. It recommends systematic integration of employability competencies across curriculum components, strengthened industry engagement, staff development, and sustained stakeholder collaboration. The study contributes empirical evidence to debates on curriculum reform and graduate employability in sub-Saharan African higher education contexts.