Rationale for Embedding Soft Skills in Teaching and Assessment in Higher Learning Institutions

PHILIPO SANGA

doi:10.22159/ijoe.2024v12i2.50302

Authors

PHILIPO SANGA Institute of Adult Education, Dar es Salaam, Tanzania https://orcid.org/0000-0001-5267-5438

DOI:

https://doi.org/10.22159/ijoe.2024v12i2.50302

Keywords:

soft skills, graduate competencies, lifelong learning skills, teaching and assessing soft skills, assessment for learning

Abstract

The digital age has witnessed the educational systems preparing students for employability with 21st-century skills, which comprise skills and abilities for success in society and the workplace. To this effect, one of the most significant discussions in higher education in Tanzania and elsewhere is the quality of university graduates. Graduates demonstrate deficiencies in mastery of essential competencies referred to as soft skills. Universities can play a significant role in soft skills development, but implementation in the classroom has faced diverse challenges that have obstructed effective teaching and assessment. One alternative solution is embedding soft skills within the extant program curricula because the academic infrastructure is already in place, so few additional resources may be required. Guided by attribution theory, this paper presents findings from the thematic analysis of semi-structured in-depth interview responses from university teacher educators working with a public university. By and large, the paper unveils that teacher educators recommend that soft skills play a fundamental role in shaping graduates’ personalities and enhancing social competencies. Nevertheless, teacher educators find themselves in dilemmas while pursuing teaching and assessment strategies that improve the furtherance of soft skills.

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