SKILL GAPS, STAKEHOLDER PERCEPTIONS, AND STRATEGIES FOR ENHANCING THE EMPLOYABILITY AND CAREER ADAPTABILITY OF EARLY CHILDHOOD DEVELOPMENT EDUCATION (ECDE) GRADUATES IN KENYA

Abstract

This study examined skill gaps, stakeholder perceptions, and strategies for enhancing the employability and career adaptability of Early Childhood Development Education (ECDE) graduates in Kenya. Despite increased investment in ECDE teacher education, concerns persist regarding graduate employability and alignment between university training and labour market demands. The study was guided by Yorke’s Employability Theory, Harvey’s Graduate Employability Perspective, and the CareerEDGE Model. A convergent parallel mixed-methods design was adopted. The study targeted ECDE student trainees, employers, and policymakers from selected counties in Kenya, including Nairobi, Uasin Gishu, Nandi, Kakamega, and Kisumu. Data were collected using structured questionnaires administered to 80 ECDE stakeholders. Quantitative data were analyzed using descriptive statistics including frequencies, percentages, means, and standard deviations, and presented in tables and charts. Findings revealed significant skill gaps among ECDE graduates, particularly in lesson planning, child assessment, classroom management, and differentiated instruction. The main cause of these gaps was excessive theoretical training with limited practical exposure. Employers reported generally positive perceptions of ECDE graduates’ competence but identified weaknesses in communication and classroom management skills. The study further found that unemployment among ECDE graduates remains high, with many working outside the education sector or engaging in self-employment. Additionally, most respondents indicated that current ECDE policies are ineffective in enhancing graduate employability. The study concludes that there is a clear mismatch between ECDE training and labour market expectations, particularly in practical teaching competencies. It recommends strengthening teaching practice, enhancing school–institution partnerships, integrating ICT in ECDE training, and aligning curricula with labour market needs to improve graduate employability and career adaptability in Kenya.