- *Martin Khaemba Kotiano1, Dr. Patrick Okanga2, Dr. Calistus Luhombo3
- *1,2,3Department of Social Sciences and Development Studies, Faculty of Arts and Social Sciences, The Catholic University of Eastern Africa (CUEA), Kenya
- FAR Journal of Arts Humanities and Social studies (FARJHASS)
- DOI
The economic contribution of Technical and Vocational Education and Training (TVET) depends, in part, on how well its curriculum responds to the skills required in the labour market. This is particularly important in post-conflict settings such as South Sudan, where opportunities for formal employment are limited. The study examined the relationship between curriculum relevance and youth unemployment among TVET graduates in Yambio Sub-County. It adopted a convergent mixed-methods design and involved 342 graduates from a target population of 365, together with 15 key informants drawn from TVET instructional and administrative staff. Quantitative data were analysed through descriptive statistics and multiple linear regression, while data from the key informant interviews were examined thematically. Respondents gave a composite rating of 3.65 (SD = 0.89) for curriculum relevance. Practical skills required for work received the highest rating (M = 3.82, SD = 0.81), whereas digital skills received the lowest (M = 3.47, SD = 0.98). At the time of the study, 35.7% of graduates reported self-employment, 31.9% were unemployed, 19.3% were permanently employed and 13.2% were in casual employment. The regression analysis showed a statistically significant inverse association between curriculum relevance and youth unemployment (β = −0.194, p < .001). Interview evidence drew attention to the need for periodic curriculum review, stronger entrepreneurship and digital competencies, and closer alignment between training and local economic opportunities. The results suggest that curriculum relevance is an important dimension of the employment context experienced by TVET graduates in Yambio, although the cross-sectional design does not support a causal interpretation. The study provides sub-national evidence for considering curriculum responsiveness alongside the labour-market conditions within which post-conflict TVET graduates seek to establish livelihoods.
