Enhancing Employability Skills Among Social Studies Student-Teachers in Ghana: A Human Capital Approach

Enhancing Employability Skills Among Social Studies Student-Teachers in Ghana: A Human Capital Approach | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Enhancing Employability Skills Among Social Studies Student-Teachers in Ghana: A Human Capital Approach Mohammed Adam, Clarke Ebow Yalley, Samuel Poatob This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6085271/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract The possibility of securing job is clouded with graduates' inability to possess certain transferable skills, desirable values, attitudes and consciousness of the use of time and resources. This phenomenon is worsened by their uncertainties between their career aspirations and work requirements without considering their weaknesses in self-management, critical thinking, initiative, self-confidence, problem-solving, communication, leadership, creativity, interpersonal skills, and unrelated job educational programmes. As a result, this study focused on assessing the acquisition of employability skills among Social Studies teacher-trainees at the University of Education, Winneba, guided by human capital theory. Employing embedded mixed methodology design, all seventy-one (71) Level 300 students who opted to study the SSE366: Work and Occupation in the 2022/2023 Academic Year were sampled for the study. Closed-ended questionnaire was used to assess all 71 respondents' possession of key abilities while a focus group discussion (FGD) guide was used to provide depth and clarification on participants' possession of the key skills. Data gathered through the questionnaire were analysed using descriptive statistics whereas the FGD data were analysed through thematic analysis. The findings from the study revealed that respondents possessed some level of employable skills and qualities. However, there is a need to further develop key employability qualities such as positive attitude, communication, teamwork, self-management, willingness to learn, problem-solving, decision-making, and resilience among respondents to fully propel them for the competitive labour market. This study, therefore, concluded by recommending a shift towards learner-centred techniques, constructivist learning approaches, and authentic assessment methods to create a more conducive learning environment for learners to develop essential employability skills. Employability Skills Human Capital Theory Communication Self-Management Problem-solving Resilience Pre-Service Teachers Figures Figure 1 Introduction Given that students pursue elementary and secondary school to university education to be well-prepared for the workforce, acquiring transferable skills and competencies via education is the most reliable route to career success. Based on this assumption, the current positioning of Ghana to meet Sustainable Development Goal 4.9 by expanding higher education scholarships by 2020 to equip second-cycle graduates with the requisite skills and competencies has paved the way to increased accessibility of tertiary education. At the top of the educational ladder, universities are responsible for developing human capital, which considerably enhances the preparation for a successful transition from schooling to a working life. Thousands of graduates from universities enter the workforce each year in pursuit of meaningful employment. This situation stems from the fact that postsecondary education has not been entirely successful in providing students with the necessary skills and abilities to create jobs and engage in self-employment opportunities [ 25 , 5 , 31 ]. The resultant effect of this phenomenon is the widened gap of demand and supply of labour in the job market because the rapidly increasing number of students graduating from universities does not correspond with the existence, creation or expansion of jobs. The graduate rate of the possibility of securing a job is clouded with graduates' inability to possess certain transferable skills, desirable values, attitudes and consciousness of the use of time and resources [ 20 , 22 ]. Moreover, graduates are hurdled with uncertainties between their career aspirations and work requirements without considering their weaknesses in self-management, critical thinking, initiative, self-confidence, problem-solving, communication, leadership, creativity, interpersonal skills, and unrelated job educational programmes [ 31 ]. Furthermore, the instructional and assessment practices adopted by educators do not allow graduates to develop the needed transferable skills, thereby resorting to the memorization of concepts [ 13 , 40 , 48 ]. The fact that education places more emphasis on academic accomplishment than on the development of abilities is one factor contributing to graduates' lack of 21st-century skills [ 22 ]. The causes of youth unemployment are growing population growth, high levels of geographic mobility, a lack of employable skills, low youth participation in decision-making processes, deficiency in social networks, disparities in skill sets and the labour market, and a lack of good governance such as the existence of nepotism, corruption, bias, and discrimination [ 40 , 9 , 7 ]. Conversely, the rising graduate unemployment rate is a result of an institutional culture that does not prioritise employability as one of higher education's goals. [ 7 ] asserts that genuine collaboration between labour companies and universities is needed to provide the skills required for university graduates to be employable. Among the factors influencing graduate unemployment in Africa are inadequate teaching-learning resource availability, unconducive instructional environments, a dearth of industry-skilled personnel, dynamism of technology. Logical changes, and excessive dependence on theoretical content education [ 27 , 35 ]. Summing all these multifaceted causes of graduate unemployment, the focal factor is the quality of graduates to meet the demands of the 21st-century labour market [ 25 , 23 ]. The outcome of these multifaceted factors is the statistics rate of Ghana employment from 2010 to 2024 (see Table 1 ). Table 1 Statistics of Unemployment Rate in Ghana from 2010 Estimate Year Approximation of Unemployment Rate 2010 5.38% 2011 4.22% 2012 3.32% 2013 2.17% 2014 4.5% 2015 6.81% 2016 5.11% 2017 3.37% 2018 3.43% 2019 3.46% 2020 3.77% 2021 3.92% 2022 3.87% 2023 NA 2024 3.77% Source : (International Labour Organisation, 2024) It is evident in Table 1 that Ghana’s unemployment rate fluctuated between 2010 through to 2024, with a significant dip to 2.17% in 2013. This is followed by a rise and stabilisation around 3.77–3.92% in more recent years. This inconsistency aligns with concerns regarding the lack of or inadequate employability skills among graduates. These intermittent spikes in unemployment could also imply that while job opportunities may exist, many graduates are not adequately equipped to meet the ever-changing industry demands due to deficiencies in skills such as critical thinking and problem-solving, creativity, digital literacy, communication, collaboration, flexibility and adaptability, among others. Given the context, it is important for universities or higher education programmes in Ghana to adapt and integrate curriculum reforms that emphasise the development of these core competencies both as cross-cutting issues and in some cases courses to be studied. The University of Education, Winneba and more specifically, the B.A Social Studies programme is no exception. By aligning their curricula or programmes with industry needs and demands, our higher education institutions can enhance the employability of graduates, which could ultimately result in a more stable and productive workforce. Therefore, tailoring academic programmes to include training, internships and soft skills acquisition will better equip students for a competitive job market and potentially help mitigate fluctuations in unemployment rates in the future. Unemployment rate in Ghana remained unchanged at 3.87 percent in 2022 from 3.92 percent in 2021 with an average of 5.63 percent from 1991 until 2022, reaching an all-time high of 10.50 percent in 2000 and a record low of 2.20 percent in 2013.The statistics present unstable phenomenon hindering the estimated Ghana’s GDP growth projection of over 97 billion US dollars by 2024. Coupled to this, 13.4% of the economically active population are unemployed within the West African countries according to the 2021 population and housing census. It is reported that as many as 50% of graduates who leave Ghanaian universities and polytechnics will not find jobs for two years after their national service, and 20% of them will not find jobs for three years or more [ 9 , 27 , 40 ]. This occurring phenomenon among graduates in Ghana distorts their psychological well-being, undermines the quality of education and questions the efficacious relationship between education and field of work. Empirically, there is a strong correlation between adolescent mental illness and not having a formal job, according to studies from Uganda [ 32 ]. According to a study conducted in Central Ethiopia by [ 18 ] and [ 1 ], employment is linked to a higher risk of depression as well as an unadjusted correlation between mental health issues and unemployment. Also, a multivariable analysis revealed a strong correlation between unemployment and severe psychological distress in a nationally representative population from South Africa [ 33 ]. Similar expert analyses have validated this prediction of university students developing severe anxiety of foreseen joblessness, mental health deterioration and loss of emotional control [ 56 , 42 , 55 , 7 , 51 ]. The rate of unemployment among the youth causes serious crises in their social, psychological, and financial spheres leading to rising rates of violence and criminality, reliance on family, low self-esteem, difficulty adjusting to social situations, sadness, and loss of confidence [ 28 ]. In a similar vein, [ 34 ] demonstrated how unemployment impacts the family's socioeconomic standing raises the likelihood of drug addiction, poor mental health, dependence, and increased levels of crime, corruption, and suicide among graduates. This prognostication may lead to students’ school abandonment, inadequate scholastic achievement, compromised social functioning, discomfort, disillusionment and thoughts of suicidal conduct [ 42 ]. Deducing from the inferences made from Table 1 , it is imperative to acknowledge that the efficacy of Social Studies instruction depends on its ability to address multifaceted socio-economic needs of society. To mitigate this contemporary and pervasive problem inimical to the growth of individuals and the society, education has proven to be a prime human capital investment towards the fulfilment of individual goals and aspiration [ 14 ]. The fundamental purpose for the teaching and learning of Social Studies is to foster the development of good citizenship traits in learners to afford them the opportunity to make informed and reasoned decisions to solve personal and societal problems. This makes the Social Studies education possess utility values intended to liberate the individual and create a path of success. It is based on this premise that human capital theory is predicated on the notion that human beings have the potential to enhance their economic standing and contribute to the expansion of the economy via the acquisition of new skills and knowledge. It is essential for university pre-service teachers in Ghana to develop and enhance their soft skills to meet the expectations of the global job market. By this, access to high-quality education is critical to economic development and progress because it is viewed as having utility, economic and social transformative value. This resonates with the assumptions of the human capital theory that the delivery of education should be instrumental and essential in propelling learners towards the productive ventures of the society. Investment in education becomes the yardstick to measure the quality to graduate for employability, and job mobility to ensure the reaping of pecuniary and non-pecuniary returns of investment [ 49 ]. It is from this theoretical justification that this study combines the human capital strategy and the development of soft skills to assess the acquisition of employability skills and examine contributing factors hindering the acquisition of essential employability skills by students pursuing Bachelor of Arts in Social Studies Educations at the University of Education, Winneba. Research Question In line with the purpose of the study, the following research questions: What employability skills do Bachelor of Arts Social Studies students possess at the University of Education, Winneba? What contributing factors hinders Bachelor of Arts Social Studies students acquisition of essential employability skills? Theoretical Context - Human Capital Theory The magnitude of faith reposed in education as the engine of growth and development justifies the development of human skills as a determinant of individual and national wealth. Building a secure, prosperous community and nation requires education to produce individuals who can contribute towards the transformative agenda of the country [ 13 , 33 , 50 ]. According to the human capital hypothesis, spending on education can boost personal productivity [ 39 , 40 ]. Conscious investment in education can enhance students' knowledge, technological literacy, development and possession of essential skills [ 20 ]. As a result, most employers demand new talents, skills, and competencies needed to contribute to the growth and sustainability of the organisation [ 33 , 61 ]. [ 55 ] attest that the unification of these interpersonal characteristics into the curriculum has become practically impossible due to a lack of considerable proper training. To curb this problem demands a conscious investment in the non-cognitive skills development through direct instruction and cross-curricula dimension among students. There is compelling evidence that soft skills, also known as life skills, employability skills, people skills, core competencies, key skills, non-cognitive skills [ 24 ] and generic competencies [ 55 ] are becoming more and more influential indicators of success in both youth and education. The correlation between employability skills among social studies student-teachers and the human capital theory is the multidimensional construct that relates to values and norms, social context, innate and non-cognitive abilities and skills development [ 12 , 21 ]. The correlation between social studies student-teachers employment prospects and their educational qualifications is one of the most significant measures of how well higher education institutions are performing [ 16 ]. The unalignment between university graduates' competencies and employers' needs is one of the primary concerns related to competence development and graduate employability. Colleges and universities are focused on creating plans that will increase the employability of their graduates. Global higher education requires a strong spirit of innovation and collaboration to support employment and the development of graduate skills [ 4 ]. Employability Skills Development among Social Studies Student-Teachers through Social Studies Instruction The fundamental purpose of Social Studies is to foster the development of good citizenship traits in learners to afford them the opportunity to make informed and reasoned decisions to solve personal and societal problems. This purpose is achieved through the creative pedagogical approaches adapted by the educator during instruction. The pedagogical approaches that allow students to actively participate in the learning process, either individually or in a group, are known as participatory methods. These methods allow the students to discover, inquire, and solve problems that are needed for skill development. Through this medium, learners are expected to apply their knowledge, analyse, synthesise, and evaluate to become innovative in solving problems. These pedagogical approaches strongly emphasise innovative and inclusive teaching methods that are grounded in cross-disciplinary learning, authentic and inquiry-based learning, cooperative and collaborative learning, differentiated learning, and holistic learning (National Council for Curriculum and Assessment, 2019). When students experience such teaching and learning techniques they can develop their critical thinking, problem-solving, creative, innovative, effective communication, and teamwork abilities. The adaption of these creative pedagogies will help curb the rote learning syndrome and facilitate the development of higher skills and other essential competencies in learners. Social Studies education is intended to help students become internationally competitive, culturally aware, and digitally literate citizens who are lifelong learners and are deeply interested in their growth. As a result, it is envisaged that the Social Studies instruction department forms the banking of knowledge (transmission) to learner-participatory instructional practices. In effect, the use of learner-centred pedagogies during instruction will lend support to the development of the didactic, philetic and heuristic domain of learners. Social Studies education takes the form of possessing a utility value intended to liberate the individual and create a path of success because Social Studies has the primary responsibility of helping students develop knowledge, skills, attitudes and values needed to participate in the civic life of their communities. In effect, through the social constructivism, social realism and social meliorism philosophical implications towards the teaching and learning of the subject, Social Studies education is to prepare students to become well-informed, reflective, concerned, active, committed and or participatory in developing a better Ghana through solving personal and national problems. [ 32 ] posits that Social Studies is deemed to produce effective citizens through rationalism, skilful behaviour and social consciousness. It is based on this premise that human capital theory is predicated on the notion that human beings have the potential to enhance their economic standing and contribute to the expansion of the economy via the acquisition of new skills and knowledge. University pre-service teachers in Ghana need to develop and enhance their soft skills to meet the expectations of the global job market. These soft skills development and enhancement encompasses their interpersonal, technological literacy, teamwork, communication, presentation, leadership, problem-solving, critical thinking and time management abilities requisite towards effective participation and meeting the different selection criteria of employees. The acquisition of transferable skills by university pre-teachers can have a significant impact on their ability to connect with learners, efficiently manage classrooms, and successfully negotiate the intricate social dynamics of the teaching profession. The combination of the human capital strategy and the development of soft skills among pre-service teachers in Ghana has the potential to result in educators who are more prepared and have a greater impact on the communities they serve. Transversal competencies have been found to be substantially connected with graduate employment in several European nations, including Spain, Germany, and Britain [ 46 ]. Conceptual Framework As shown in Fig. 1 , developing autonomous, competent students is the aim of employing teaching practices that transcend beyond subject mastery. This involves the use of techniques that accommodate differentiated instruction, active learning, cooperative learning, project-based learning, technological integration, assessment for/as learning, and cultural responsiveness. The Social Studies teacher can emphasise creative and inclusive pedagogies that are anchored on authentic and inquiry-based learning, presentations, reflections, collaborative and cooperative learning, differentiated learning, holistic learning, cross-disciplinary learning to enable students to appreciate flexibility within the unique socio-cultural background of others. By increasing students' involvement, igniting their interest, and fostering a deeper understanding of the content rather than just memorising it. It is through these medium students draw meaningful connections between what they have learned in the classroom and real-world scenarios. Students get the opportunity to showcase their expertise and competence. This kind of instruction promotes teamwork, creativity, research, critical thinking, knowledge application and builds vital communication and social skills as well as encourages digital literacy and gets pupils ready for the future by promoting shared accountability and responsibility among students. The resultant effect is the tackling the pressing issue of students not possession adequate essential skills and competencies because the forefront of Social Studies instruction is to promote evidence based pedagogical approaches that focus on skills acquisition rather than simply on knowledge acquisition [ 11 ]. Method and Materials An embedded experimental mixed-method design was employed to explore the development and mastery of critical skills among social teacher-trainees at the University of Education, Winneba. Following the dictates of this design, we collected both the quantitative and qualitative data concurrently [17; 63] using closed-ended questionnaires and focused group discussion (FGD) guide with the primary focus being on the quantitative data. While a closed-ended questionnaire was used to assess the respondents' possession of key abilities, the FGD guide was used to provide depth and clarification on participants' possession of the key skills (Yin, 2014). By highlighting data dissonance, complementarity, and convergence, we were able to guarantee data triangulation and draw conclusions that would lead to a deeper comprehension of social teacher-trainees' possession or inadequacy of development of transferable skills as a key to employability. The course t 'SSE366: Work and Occupation', which intended to introduce students to the dynamics of the world of work, how to prepare curriculum vitae, and exhibit the qualities of being employable was used in this study. As one of five elective courses to be selected by third year students in the Second Semester, seventy-one (71) students opted to pursue this course for the 2022/2023 Academic Year. Based on the purposes of the study, the main criterion for inclusion was only Level 300 B.A Social Studies students who opted to study the course “SSE366: Work and Occupation” as their elective course. The course “SSE366: Work and Occupation” is a third year, second semester elective course of which 71 students opted to pursue it out of the three elective courses mounted. Hence, all the 71 students were included (through census) as participants for the quantitative data. For the qualitative data, nine (9) focused groups were formed to engage the participants. The first eight (8) focused groups had eight participants each and the ninth focused group had seven (7) participants. The eight participants were sampled through the volunteer or opt-in sampling techniques [ 19 ]. The items on the close-ended questionnaire were derived from the [ 45 ] classification of employability skills among graduates, while the items for the focused group discussion emerged from the responses given in the close-ended questionnaire. To ensure the legitimation of the instrument, the respondents for the quantitative data formed the same participants for the qualitative data through a focused group discussion mode; researchers gave the transcribed data to the participants to confirm their expression of thoughts and items for the focused group discussion were derived from the questionnaire to ensure content validity. Again, the quantitative data were analysed using frequencies and percentages, while the merging themes were catalogued and analysed for the qualitative data. The recorded focus group discussion was transcribed. The transcriptions were broken down into codes. These codes were grouped into broader themes that represented the common patterns across the participants. The codes were categorized thematically in a systematic manner and analyzed, allowing for a rich and descriptive understanding of the employability skills of the respondents. This analysis provided valuable insights into the strengths and areas for improvement in the participants' employability skills. By organizing the data into themes, researchers were able to identify key trends and make informed recommendations for enhancing employability among the respondents. The data collection instruments did not require respondents to provide any personal information that can be used to identify them, they were given the liberty to withdraw from the study at any point of the data collection exercise and the transcribed data were given to the participants to verify if any of their thoughts or views were misrepresented. Informed consent was obtained from all the participants and respondents before the data collection begun. Results Table 1: Employability skills of Social Studies teacher trainees and the challenges thereof at the University of Education, Winneba Employability Skills Scale Statements I am okay I need to work on this Total F % f % f % Positive Attitude I have a “can do” attitude 61 86 10 14 71 100 I am optimistic and honest 51 72 20 28 71 100 I am friendly and show respect 58 82 13 18 71 100 I am motivated to work hard 59 83 12 17 71 100 Communication I think about how I communicate and how it affects others 56 79 15 21 71 100 I ask questions when not sure 47 66 24 34 71 100 I listen attentively 44 62 27 38 71 100 I show respect when I communicate 55 78 16 22 71 100 Teamwork I work well with others to complete tasks and meet goals 53 75 18 25 71 100 I contribute to new ideas 51 72 20 28 71 100 I work well with others of different gender, culture or belief 44 62 27 37 71 100 I follow the directions of my leaders 49 69 22 31 71 100 Self - management I arrive at work on time with the right clothing and equipment 56 79 15 21 71 100 I understand how my words and actions can affect others 53 75 18 25 71 100 I show commitment and responsibility 50 70 21 30 71 100 I am dependable, I follow instructions and complete tasks 51 72 20 28 71 100 I follow health and safety guidelines 50 70 21 30 71 100 Willingness to learn I am willing to learn new tasks, skills and information 62 87 9 13 71 100 I am curious and enthusiastic about the job 48 68 23 32 71 100 I look for opportunities to improve or help the business 45 63 26 37 71 100 I accept advice and learn from feedback 59 83 12 17 71 100 Thinking skills (Problem solving and decision making) I think of all the options before making a decision 48 68 23 32 71 100 I can see problems and try to solve them 44 62 27 38 71 100 I think before I do something 41 58 30 42 71 100 I think about consequences of my actions before I act 51 72 20 28 71 100 I know when I need to get help 37 52 34 48 71 100 Resilience I adapt to new or changing situations 51 72 20 28 71 100 I do not give up when there is a setback 49 69 22 31 71 100 I get help when I need it 38 54 33 46 71 100 I accept my mistakes and learn from them 56 79 15 21 71 100 Source: (Field Data, 2022) Table 1 presents the results of respondents' acquisition of employability skills as well as the challenges they encounter towards the acquisition of same soft skills. From the positive attitude dimension of the employability skills scale, Table 1 shows that 61(86%) of the respondents agreed they possessed “a can do spirit”. Statements expressed by respondents that corroborated their agreement were: “Having the zeal and courage to do everything possible in life” [Sic]. “I can do everything so far as it is said and required of me” [Sic]. “Because I possess the physical, intellectual ability and am ready to face any challenge” [Sic]. Moreover, other respondents stated that , “I have been taught and also observed others who have done it before and if I fail, they inspire me to try again” [Sic]. “I don’t easily give up, I am ready to learn new things because I am capable of doing things which I know others cannot do” [Sic]. “I am always ready to perform any task assigned to me because I always believe that once someone has been able to do it, I can also do it” [Sic]. Contrary to respondents’ agreement to their can-do spirit, 10(14%) of the respondents indicated that they need to work on such quality. The following statements from the respondents reveal their need to work on their can-do spirit. “My confidence is very low, I cannot do it unless I see people doing it [Sic]. “I need to work on “can do” attitude because I’m discouraged when I fail [Sic]. “I sometimes feel shy in certain things” [Sic]. On the part of “I am motivated to work hard”, result from Table 1 shows that 59 (83%) proved that they “motivated to work hard” while 12(17%) responded that they need to work on their “motivation to work hard’ in the. Statements that supported respondents motivation to work hard were: “I also motivated myself to work because nothing is impossible” [Sic]. “I am a hard working person because it is part of my virtues” [Sic]. “Because working hard gives me that I can achieve what I need in life” [Sic]. Others stated that: “Working hard is the best way to improve your skills [Sic]. “For me to succeed, surely I have to work hard to achieve all I need” [Sic]. “Because there is nothing you can achieve without motivating yourself” [Sic]. Also, statements from the respondents that indicated their need to work on their motivation to work hard. These statements were “I am encouraged to work hard by the words and actions of people” [Sic]. “I am motivated to work hard whenever my efforts are appreciated” [Sic]. “I am motivated to work hard when someone praises me” [Sic]. The second dimension “Communication” as an employability skill, 56(79%) of the participants think about how they communicate with others and how their communication affects others”. The following expressions confirmed their agreement. “I don’t use harsh words on people when communicating because I am the type who hate to hurt other people’s feelings and to look down on them” [Sic]. I think before I communicate with my friends because I don’t want to offend them “Communication, they say, is the key. Having this skill, you will be able to build rapport between your co-workers, management and many workers” [Sic]. From the perspective of others, participants expressed that: “I reflect for, in and on every communication I engage in because I know the power words hold” [Sic]. “I think about what to say before I talk in order not to affect anyone especially when I’m angry” [Sic]. “I’m cautious about how to talk to others so it doesn’t affect them”. I normally don’t want to be the reason for someone’s bad mood” [Sic]. Notwithstanding the fact 56(79%) of the participants think about how they communicate with others and how their communication affects others, 15(21%) participants indicated that they need to work on their communication with others and how such communication affects others. The following responses explain such participants’ assertion: “Because I wish to always say what I feel and know before considering the others feeling” [Sic]. “I have realized that my communication needs to be worked on because I sometimes find it difficult to accept the view of others” [Sic]. Because my communication will not be okay with others with how I talk “Yes, I am obsessed about how I talk and how it will affect others [Sic]. Apart from respondents thinking about how they communicate with others and their communication affects others, 53(75%) further agreed that they show respect during communication. Respondents’ expressions are in consonance with their agreement. “I always use please, sorry and excuse me in my talk and also position myself well when talking to the elderly” [Sic]. “When communicating, I am soft spoken, calm and never forget my please, sorry and willing to listen to all irrespective” [Sic]. “I give maximum respect when communicating as it is said that respect is reciprocal and so I am always on point” [Sic]. On the other hand, 16(22%) of the respondents indicated that they need to work on how to show respect when communicating with others. This assertion was expressed as: “I have realized that based on my cultural background my way of communicating to someone shows disrespect. “Sometimes, I do not think of how my communication affects others and I am willing to improve on that”. My presentations sometimes do not go well with people Furthermore, 53(75%) of the respondents agreed that they feel comfortable working well with others to complete tasks and meet goals a. In order to express their teamwork employability skills, respondents espoused that “Working with other people helps me very well since different people have their own unique features and am able to tolerate their view as a learner” [Sic]. “I really love team work because I believe when I work together with other we can achieve our aim together” [Sic]. “I am always happy working with my colleagues because it makes tasks given easier to complete” [Sic]. Other respondents specifically,18(25%) indicated that they need to work on how they work well with others to complete a task and meet goals. Respondents expression were captured as follows, “I believe in teamwork but get discouraged when members are not committed or hard working” [Sic]. “I need to work on this, I love what I do and always want it done well. I sometimes find problems with people who postpone responsibilities” [Sic]. “I love to work individually because it is stressful to work as a team as it waste a lot of time too” [Sic]. Also under teamwork criterion 51(72%) of the respondents indicated that they contribute new ideas. Specifically, they expressed that “I contribute to new ideas because I am not afraid of trial and error and also to seek new experiences” [Sic]. “I come out with my views when I and my mates are doing assignment or discussing about an issue” [Sic]. “When I have new idea, I make sure to share and I do not keep it to myself because new ideas will transform you to new things” [Sic]. Another dimension of the employability skill was self- management. 56(79%) of the respondents agreed that they arrive for lectures, and events on time as well as wear appropriate clothing and equipment. The following statement from the respondents confirmed their assertion. “I go to class or lecture in decent clothing and before the start time because am time conscious” [Sic]. “Punctuality and promptness is one of the most important thing every organization demands from their workers” [Sic]. “Arriving at work on time to me is necessary and putting the required cloths is necessary to ensure decency” [Sic]. Other participants also indicated that: “My appearance tells the kind of person I am, this motivates customers to continue to patronise” [Sic]. “I turn to work place readily on time with the right clothing and equipment to make things uniform” [Sic]. “As the saying goes, appearance count first, I dress well irrespective of the occasion” [Sic]. “Every organisation has its own ethics so I am always time conscious and the right attire to wear” [Sic]. Notwithstanding respondents' indication of being time conscious, 15(21%) of the respondents indicated the need to work on time management as well as their dressing. Expressions such as “I am an imperfect person and as a result I cannot do everything perfectly.” and “sometimes, my lazy attitude will cause me to be late and not prepare properly for work” highlighted respondents need to work on their time management and dressing habits for events. Respondents' ability to engage in critical thinking to solve problems and make informed decisions, 48(68%) of the respondents indicated that they think of all options before deciding. The following were some of the participants' responses related to this. “I think of all the option to help me take the right decision which will guide the success of my work” [Sic]. “I do so because some options are best, accurate and faster than others, so I always look through them all to choose the best that suit the situation” [Sic]. I don’t rush in taking decisions, I take time to analyse them before I take action “Before any decision, I have to evaluate the good and the bad of it before” [Sic]. Moreover, 51(72%) of the respondents indicated that they know the consequences of their action before they act while 51(72%) of the respondents indicated that they are able to adapt to new or changing situations. Respondents expressed their resilience through the following statements “I adapt to changing situations to find possible means to improve the condition of services”[Sic]. “This is because the world we are in today is dynamic and my services must suit the correct demand”[Sic]. “I adapt to new or changing situations because it brings improvement in the business or work and I don’t give up when there’s difficulties”[Sic]. Others also expressed that “At first working with females were my problem but gradually I am adapting and believing in them” [Sic]. “Every situation has its own demands and adapt to them as a result I get out of my comfort zone when there is the need to adapt to new changes or situations” [Sic]. “I am flexible so I easily adapt to changing situations which makes me adaptive and respond positively to evolving phenomena” [Sic]. On the other hand, 20(28%) responded they need to work on their “adaptation to new or changing situations due to the following reasons. “It is not easy for me to adapt to changing situations because it is uneasy to get use to” [Sic]. “It sometimes not easy for me to adapt to new situation” [Sic]. “I am at times uncomfortable in adapting to new situations or environment” “Because sometimes the change is not helpful to me”[Sic]. Discussion The development of essential skills among students demands that learners demonstrate the results of their learning through a product or performance. This gives a venue for learners to enhance their acquisition and development of a fine-quality combination of soft skills. [ 53 ] confirm the development of soft skills among graduates as a relevant component needed towards survival within the complex rubrics of employment. The results from the respondents indicated their awareness of the importance of possessing certain transferable skills before they graduate. This resonates with [ 43 ] position that students must be aware of the soft skills needed for contemporary survival and the expectations of the job market. This must be done by stakeholders, educational institutions, educators and the industry. It is through the awareness creation that higher institutions will mount programmes and courses expected to promote the same skills and competencies to enhance graduates' employability. This thought has made students responsible for their personal growth and development to adapt to the ever-changing demands of the world of work and society. The findings of the study collaborate with [ 53 ] list of prioritising teamwork, communication, result orientation, and learning skills as a significant contributor to employability. Abdullah et al., (2019) examined soft skill possession by graduates to their employment opportunities. It was revealed that leadership, teamwork and communication skills were the strongest influence on graduate employability venues [ 3 ]. [ 46 ] confirms that the barriers to graduate employability (high job demands, skill gaps, and lack of practical experiences) can be addressed through social mobility and widened access to higher education, hence leading to programmes, pedagogical practices, co-curricular activities intended to enhance students’ communication skills, critical thinking skills, teamwork skills, problem-solving skills, research competence and innovativeness. [ 11 ] and [ 46 ] attested that the acquisition of essential skills does not solely enlighten and empower students but makes students readily employable and competent to meet the characteristics of the ever-changing qualities of the job market. In the view of [ 50 ] the importance of graduate possession of employability skills surpasses all realms of wisdom where graduates are placed on trials to test their application of knowledge, skills, attitudes and values to judge their job readiness. In the same vein, [ 31 ] posit that within the categorization of soft skills, emotional intelligence is key in the gamut of soft skills. Graduate, as part of their emotional intelligence, must exhibit personal skills (self-initiative, self-reliance, positive attitude, motivation, determination, time management, stress management, anger management, multi-tasking, problem-solving, critical thinking, creativity and adaptability) and social skills (empathy, team cooperation, negotiation ability, communication ability, conflict management, leadership, change management, relationship management, embracing diversity, and active listening). It is imperative to state that personal characteristics and experiences, environmental influences and educational attainment play a crucial role towards the development of transferable skills constructed among students. Thus, in order to provide individualistic support to tackle students' areas of interest, the Social Studies teacher must modify educational approaches and strategies to meet students' different learning styles. This highlights the reasons why educators must use methods that support project-based learning, active learning, cooperative learning, customised instruction, technology integration, evaluation for/as learning, and cultural sensitivity. In order to help students understand flexibility within the distinct socio-cultural backgrounds of others, social studies teachers can prioritise innovative and inclusive pedagogies that are based on authentic and enquiry-based learning, presentations, reflections, collaborative and cooperative learning, differentiated learning, holistic learning, and cross-disciplinary learning. These strategies will increase student involvement, pique their interest, and promote a deeper understanding of the material rather than just memorization. Students are able to make significant connections between what they have learnt in the classroom and actual situations by using this medium. Students have the chance to demonstrate their proficiency and knowledge. Teamwork, creativity, research, critical thinking, and knowledge application are all encouraged by this style of classroom instruction because innovative skills and innovative abilities, personality factors, career-building traits, emotional intelligence and efficacy beliefs are essential towards the development of employability and innovative scale [ 51 ]. Encouraging shared ownership and responsibility among students fosters digital literacy, develops critical communication. The findings of the study confirm [ 46 ] categorization of job readiness among graduates. The categorizations were basic academic excellence skills, higher-order thinking skills, and personal qualities as the three components of job readiness. Basic academic excellence skills include reading, writing, science, arithmetic, oral communication, and listening; higher-order thinking skills include problem-solving, learning, reasoning, and creative thinking, while personal qualities encompass the purpose-driven life, eye-catching appearance, cooperative nature, self-motivation and self-management, social skills, self-control, self-confidence, honesty, adaptability, integrity, punctuality, ability to work in a team, good working attitude, and future readiness. The forefront of Social Studies instruction is to promote evidence-based pedagogical approaches that focus on skills acquisition rather than simply on knowledge acquisition, the resultant effect is tackling the pressing issue of students not possessing adequate essential skills and competencies [ 12 ]. The pedagogical approaches serve as a solid foundation for the successful application of social constructivism, social realism, and social meliorism philosophical tenets for social studies education. The resultant effect is the development of career self-efficacy and social networking skills among students. Conclusion The main purpose of this study was to enhance the employability skills among social studies student-teachers in Ghana by assessing the employability skills Bachelor of Arts in Social Studies students possess as well as the contributing factors hindering respondents’ acquisition of such skills at the University of Education, Winneba. Social studies teacher-trainees indicated that they possess some level of soft skills such as positive attitude, communication, problem-solving, digital literacy, accountability, creativity, self-confidence, social sensitivity, teamwork, self-management, willingness to learn, thinking skills, and resilience. Respondents affirmative possession of these transferable skills were evident through the statement: ‘I have a can do spirit’, ‘I think about how I communicate and it affects others’, ‘I work well with other of different gender’, culture or belief’, ‘I show commitment and responsibility’, ‘I am willing to learn new task, skills and information’, and ‘I envisage a problem and try to solve them’ . Notwithstanding, other respondents indicated the need to work on themselves to ensure the acquisition of said skills and competence. The statement that confirms the need to work on themselves were: “I need to work on “can do” attitude because I’m discourage when I fail, “I need people to always motivate me to work”, “I have realise that my communication need to be worked on because I sometimes find it difficult to accept the view of others”, “I have realised that base on my cultural background my way of communicating to someone shows disrespect and “I really do not work with others because I see it to be time wasting”. Because the respondents were unable to demonstrate these fundamental skills, social studies teachers must establish a conducive and supportive learning atmosphere in which students can strengthen their areas of weakness and improvement. They must also modify learner-centred pedagogies to foster active student engagement through differentiated instruction, active learning, cooperative learning, project-based learning, technological integration, assessment for/as learning, and cultural responsiveness. Additionally, they must incorporate innovative and inclusive pedagogies that are based on authentic and inquiry-based learning, presentations, reflections, collaborative learning, and cooperative learning to help students recognize flexibility within the distinct socio-cultural backgrounds of others. It is anticipated that students' acquisition and development of employability/transferable skills will blossom and thrive through these mediums of Social Studies training. Recommendations This study addressed a significant problem that Ghanaian graduates confront, which is how their lack of employability skills limits their access to job opportunities. With an emphasis on University of Education, Winneba Social Studies students, the study intended to offer particular insights into the difficulties and suggest solutions in helping graduates develop critical transferable abilities in order to improve respondents' acquisition of employable skills in Ghana. Enhancing the acquisition of employable skills among Social Studies teacher trainees in Ghana is vital for their triumph in the labour market. The human capital theory offers a valuable framework for comprehending the factors that impact the growth of employability skills in pre-service teachers. It is envisaged that when Social Studies educators implement strategies such as incorporating technology in education, providing career assistance and counselling, promoting work-integrated learning, and offering continuous professional development will enhance the acquisition of employability skills among pre-service teachers in Ghana. Additionally, the findings from this study have broader implications towards the development of course content, selection of learning experiences, and selection of pedagogical and assessment practices needed to create the enabling environment for respondents to develop their full potential, skills and competencies. Through these studies, tertiary education institutions and policymakers in Ghana may aid in the alignment of employees' demands and curriculum content by ensuring a continuous collaboration between the educational institutions and the cooperating organisations to ensure a perfect alignment of tuition to the needed competencies and skills to enhance the graduate employability rate. A perfect implementation of these recommendations will boost the outcome-based education of Social Studies programme at the University of Education, Winneba. Declarations Data Availability Statement : The data that support the findings of this study are available on request from the corresponding authors. The data are not publicly available due to privacy and ethical restrictions. This is to ensure confidentiality and protection of the identity of the study participants. Funding Statement: Researchers did not receive any financial support towards the conduct of this study. Declaration of Conflict of Interest: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the findings this study Clinical trial number: Not applicable . Consent to Publish declaration: Not applicable . Consent to Participate declaration: Not applicable Ethics Approval Statement: The researchers sought for ethical approval from the Department of Social Studies Education at the University of Education, Winneba Positionality Statement: The researchers have no ties or relationships with the participants. Permission to reproduce material from other sources: Permission to reproduce this study can be done on request. This will intensify the coverage of adolescent reproductive health issues Author Contribution Statement: Mohammed Adam (PhD): Conceptualization, Methodology, discussion of findings, Writing – original draft, Writing – review & editing. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6085271","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":449519385,"identity":"de6cf26c-4c4a-4ec9-b4a2-ffbf8a5c74ef","order_by":0,"name":"Mohammed Adam","email":"","orcid":"","institution":"University of Education","correspondingAuthor":false,"prefix":"","firstName":"Mohammed","middleName":"","lastName":"Adam","suffix":""},{"id":449519386,"identity":"2d89741f-fc69-4001-9c06-9418d5db825d","order_by":1,"name":"Clarke Ebow Yalley","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA60lEQVRIiWNgGAWjYLCCBwUMDPwQJjMQ8xChJcGAgUGygWQtBgeI1cLf3mP4IcHAJnHzjeRjEgwV1okN/GsP4NUiceaMsUSCQVrithtpaRIMZ9ITGyTeJeDVYiCRYwDUchioJcfsBmPbYaCWMwb4tci/Mf6RYPA/cfOM/G83GP8Ro0WCxwxoy4HEDRI5bDcYG4Ba+Hvwa5E4k1ZmkWCQbDzjzDPzHwnH0o3bJHjwa+FvP7z5xocKO9n+9uTHBh9qrGX7+Qk4jIGBA6zAsQFEJgAxm0QCAR0M7A9ApD2SxQcIaRkFo2AUjIIRBgD2k0ovm5i9nAAAAABJRU5ErkJggg==","orcid":"","institution":"University of Education, Samuel Poatob","correspondingAuthor":true,"prefix":"","firstName":"Clarke","middleName":"Ebow","lastName":"Yalley","suffix":""},{"id":449519387,"identity":"1dfebe0a-4a0e-4033-ac66-92e502e8691f","order_by":2,"name":"Samuel Poatob","email":"","orcid":"","institution":"University of Education","correspondingAuthor":false,"prefix":"","firstName":"Samuel","middleName":"","lastName":"Poatob","suffix":""}],"badges":[],"createdAt":"2025-02-22 11:38:15","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6085271/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6085271/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":82149802,"identity":"91632e74-5aa0-4df0-8773-ba1a3ee95563","added_by":"auto","created_at":"2025-05-07 07:11:42","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":126524,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003ePredictive nexus between effective Social Studies instructional pedagogies and development of transferable skills needed for employability.\u003c/em\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6085271/v1/a795e14118ad834a91d1c673.png"},{"id":82154817,"identity":"f7e66215-3ca3-4305-852a-7c85894d0719","added_by":"auto","created_at":"2025-05-07 07:35:42","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1186912,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6085271/v1/af2237b5-14fe-4f0d-a565-c6d0ce96c680.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Enhancing Employability Skills Among Social Studies Student-Teachers in Ghana: A Human Capital Approach","fulltext":[{"header":"Introduction","content":"\u003cp\u003eGiven that students pursue elementary and secondary school to university education to be well-prepared for the workforce, acquiring transferable skills and competencies via education is the most reliable route to career success. Based on this assumption, the current positioning of Ghana to meet Sustainable Development Goal 4.9 by expanding higher education scholarships by 2020 to equip second-cycle graduates with the requisite skills and competencies has paved the way to increased accessibility of tertiary education. At the top of the educational ladder, universities are responsible for developing human capital, which considerably enhances the preparation for a successful transition from schooling to a working life. Thousands of graduates from universities enter the workforce each year in pursuit of meaningful employment. This situation stems from the fact that postsecondary education has not been entirely successful in providing students with the necessary skills and abilities to create jobs and engage in self-employment opportunities [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. The resultant effect of this phenomenon is the widened gap of demand and supply of labour in the job market because the rapidly increasing number of students graduating from universities does not correspond with the existence, creation or expansion of jobs.\u003c/p\u003e \u003cp\u003eThe graduate rate of the possibility of securing a job is clouded with graduates' inability to possess certain transferable skills, desirable values, attitudes and consciousness of the use of time and resources [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Moreover, graduates are hurdled with uncertainties between their career aspirations and work requirements without considering their weaknesses in self-management, critical thinking, initiative, self-confidence, problem-solving, communication, leadership, creativity, interpersonal skills, and unrelated job educational programmes [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. Furthermore, the instructional and assessment practices adopted by educators do not allow graduates to develop the needed transferable skills, thereby resorting to the memorization of concepts [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. The fact that education places more emphasis on academic accomplishment than on the development of abilities is one factor contributing to graduates' lack of 21st-century skills [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. The causes of youth unemployment are growing population growth, high levels of geographic mobility, a lack of employable skills, low youth participation in decision-making processes, deficiency in social networks, disparities in skill sets and the labour market, and a lack of good governance such as the existence of nepotism, corruption, bias, and discrimination [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Conversely, the rising graduate unemployment rate is a result of an institutional culture that does not prioritise employability as one of higher education's goals. [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e] asserts that genuine collaboration between labour companies and universities is needed to provide the skills required for university graduates to be employable. Among the factors influencing graduate unemployment in Africa are inadequate teaching-learning resource availability, unconducive instructional environments, a dearth of industry-skilled personnel, dynamism of technology.\u003c/p\u003e \u003cp\u003eLogical changes, and excessive dependence on theoretical content education [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Summing all these multifaceted causes of graduate unemployment, the focal factor is the quality of graduates to meet the demands of the 21st-century labour market [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. The outcome of these multifaceted factors is the statistics rate of Ghana employment from 2010 to 2024 (see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStatistics of Unemployment Rate in Ghana from 2010\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEstimate Year\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eApproximation of Unemployment Rate\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2010\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5.38%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2011\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.22%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.32%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2013\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.17%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2014\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.5%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2015\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e6.81%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5.11%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2017\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.37%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.43%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.46%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.77%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.92%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2022\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.87%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNA\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3.77%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003e\u003cb\u003eSource\u003c/b\u003e: (International Labour Organisation, 2024)\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIt is evident in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e1\u003c/span\u003e that Ghana\u0026rsquo;s unemployment rate fluctuated between 2010 through to 2024, with a significant dip to 2.17% in 2013. This is followed by a rise and stabilisation around 3.77\u0026ndash;3.92% in more recent years. This inconsistency aligns with concerns regarding the lack of or inadequate employability skills among graduates. These intermittent spikes in unemployment could also imply that while job opportunities may exist, many graduates are not adequately equipped to meet the ever-changing industry demands due to deficiencies in skills such as critical thinking and problem-solving, creativity, digital literacy, communication, collaboration, flexibility and adaptability, among others.\u003c/p\u003e \u003cp\u003eGiven the context, it is important for universities or higher education programmes in Ghana to adapt and integrate curriculum reforms that emphasise the development of these core competencies both as cross-cutting issues and in some cases courses to be studied. The University of Education, Winneba and more specifically, the B.A Social Studies programme is no exception. By aligning their curricula or programmes with industry needs and demands, our higher education institutions can enhance the employability of graduates, which could ultimately result in a more stable and productive workforce. Therefore, tailoring academic programmes to include training, internships and soft skills acquisition will better equip students for a competitive job market and potentially help mitigate fluctuations in unemployment rates in the future.\u003c/p\u003e \u003cp\u003eUnemployment rate in Ghana remained unchanged at 3.87 percent in 2022 from 3.92 percent in 2021 with an average of 5.63 percent from 1991 until 2022, reaching an all-time high of 10.50 percent in 2000 and a record low of 2.20 percent in 2013.The statistics present unstable phenomenon hindering the estimated Ghana\u0026rsquo;s GDP growth projection of over 97\u0026nbsp;billion US dollars by 2024. Coupled to this, 13.4% of the economically active population are unemployed within the West African countries according to the 2021 population and housing census. It is reported that as many as 50% of graduates who leave Ghanaian universities and polytechnics will not find jobs for two years after their national service, and 20% of them will not find jobs for three years or more [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThis occurring phenomenon among graduates in Ghana distorts their psychological well-being, undermines the quality of education and questions the efficacious relationship between education and field of work. Empirically, there is a strong correlation between adolescent mental illness and not having a formal job, according to studies from Uganda [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. According to a study conducted in Central Ethiopia by [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] and [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], employment is linked to a higher risk of depression as well as an unadjusted correlation between mental health issues and unemployment. Also, a multivariable analysis revealed a strong correlation between unemployment and severe psychological distress in a nationally representative population from South Africa [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. Similar expert analyses have validated this prediction of university students developing severe anxiety of foreseen joblessness, mental health deterioration and loss of emotional control [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. The rate of unemployment among the youth causes serious crises in their social, psychological, and financial spheres leading to rising rates of violence and criminality, reliance on family, low self-esteem, difficulty adjusting to social situations, sadness, and loss of confidence [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. In a similar vein, [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e] demonstrated how unemployment impacts the family's socioeconomic standing raises the likelihood of drug addiction, poor mental health, dependence, and increased levels of crime, corruption, and suicide among graduates. This prognostication may lead to students\u0026rsquo; school abandonment, inadequate scholastic achievement, compromised social functioning, discomfort, disillusionment and thoughts of suicidal conduct [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eDeducing from the inferences made from Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e1\u003c/span\u003e, it is imperative to acknowledge that the efficacy of Social Studies instruction depends on its ability to address multifaceted socio-economic needs of society. To mitigate this contemporary and pervasive problem inimical to the growth of individuals and the society, education has proven to be a prime human capital investment towards the fulfilment of individual goals and aspiration [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. The fundamental purpose for the teaching and learning of Social Studies is to foster the development of good citizenship traits in learners to afford them the opportunity to make informed and reasoned decisions to solve personal and societal problems. This makes the Social Studies education possess utility values intended to liberate the individual and create a path of success. It is based on this premise that human capital theory is predicated on the notion that human beings have the potential to enhance their economic standing and contribute to the expansion of the economy via the acquisition of new skills and knowledge. It is essential for university pre-service teachers in Ghana to develop and enhance their soft skills to meet the expectations of the global job market. By this, access to high-quality education is critical to economic development and progress because it is viewed as having utility, economic and social transformative value. This resonates with the assumptions of the human capital theory that the delivery of education should be instrumental and essential in propelling learners towards the productive ventures of the society. Investment in education becomes the yardstick to measure the quality to graduate for employability, and job mobility to ensure the reaping of pecuniary and non-pecuniary returns of investment [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIt is from this theoretical justification that this study combines the human capital strategy and the development of soft skills to assess the acquisition of employability skills and examine contributing factors hindering the acquisition of essential employability skills by students pursuing Bachelor of Arts in Social Studies Educations at the University of Education, Winneba.\u003c/p\u003e\n\u003ch3\u003eResearch Question\u003c/h3\u003e\n\u003cp\u003eIn line with the purpose of the study, the following research questions:\u003c/p\u003e \n\u003col style=\"list-style-type: lower-roman;\"\u003e\n \u003cli\u003e\u003cspan\u003eWhat employability skills do Bachelor of Arts Social Studies students possess at the University of Education, Winneba?\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eWhat contributing factors hinders Bachelor of Arts Social Studies students acquisition of essential employability skills?\u003cbr\u003e\u003c/span\u003e\u003c/li\u003e\n\u003c/ol\u003e\n \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eTheoretical Context - Human Capital Theory\u003c/h2\u003e \u003cp\u003eThe magnitude of faith reposed in education as the engine of growth and development justifies the development of human skills as a determinant of individual and national wealth. Building a secure, prosperous community and nation requires education to produce individuals who can contribute towards the transformative agenda of the country [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. According to the human capital hypothesis, spending on education can boost personal productivity [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Conscious investment in education can enhance students' knowledge, technological literacy, development and possession of essential skills [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. As a result, most employers demand new talents, skills, and competencies needed to contribute to the growth and sustainability of the organisation [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e]. [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e] attest that the unification of these interpersonal characteristics into the curriculum has become practically impossible due to a lack of considerable proper training.\u003c/p\u003e \u003cp\u003eTo curb this problem demands a conscious investment in the non-cognitive skills development through direct instruction and cross-curricula dimension among students. There is compelling evidence that soft skills, also known as life skills, employability skills, people skills, core competencies, key skills, non-cognitive skills [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] and generic competencies [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e] are becoming more and more influential indicators of success in both youth and education. The correlation between employability skills among social studies student-teachers and the human capital theory is the multidimensional construct that relates to values and norms, social context, innate and non-cognitive abilities and skills development [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. The correlation between social studies student-teachers employment prospects and their educational qualifications is one of the most significant measures of how well higher education institutions are performing [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. The unalignment between university graduates' competencies and employers' needs is one of the primary concerns related to competence development and graduate employability. Colleges and universities are focused on creating plans that will increase the employability of their graduates. Global higher education requires a strong spirit of innovation and collaboration to support employment and the development of graduate skills [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eEmployability Skills Development among Social Studies Student-Teachers through Social Studies Instruction\u003c/h3\u003e\n\u003cp\u003eThe fundamental purpose of Social Studies is to foster the development of good citizenship traits in learners to afford them the opportunity to make informed and reasoned decisions to solve personal and societal problems. This purpose is achieved through the creative pedagogical approaches adapted by the educator during instruction. The pedagogical approaches that allow students to actively participate in the learning process, either individually or in a group, are known as participatory methods. These methods allow the students to discover, inquire, and solve problems that are needed for skill development. Through this medium, learners are expected to apply their knowledge, analyse, synthesise, and evaluate to become innovative in solving problems. These pedagogical approaches strongly emphasise innovative and inclusive teaching methods that are grounded in cross-disciplinary learning, authentic and inquiry-based learning, cooperative and collaborative learning, differentiated learning, and holistic learning (National Council for Curriculum and Assessment, 2019). When students experience such teaching and learning techniques they can develop their critical thinking, problem-solving, creative, innovative, effective communication, and teamwork abilities. The adaption of these creative pedagogies will help curb the rote learning syndrome and facilitate the development of higher skills and other essential competencies in learners. Social Studies education is intended to help students become internationally competitive, culturally aware, and digitally literate citizens who are lifelong learners and are deeply interested in their growth. As a result, it is envisaged that the Social Studies instruction department forms the banking of knowledge (transmission) to learner-participatory instructional practices. In effect, the use of learner-centred pedagogies during instruction will lend support to the development of the didactic, philetic and heuristic domain of learners. Social Studies education takes the form of possessing a utility value intended to liberate the individual and create a path of success because Social Studies has the primary responsibility of helping students develop knowledge, skills, attitudes and values needed to participate in the civic life of their communities. In effect, through the social constructivism, social realism and social meliorism philosophical implications towards the teaching and learning of the subject, Social Studies education is to prepare students to become well-informed, reflective, concerned, active, committed and or participatory in developing a better Ghana through solving personal and national problems. [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e] posits that Social Studies is deemed to produce effective citizens through rationalism, skilful behaviour and social consciousness.\u003c/p\u003e \u003cp\u003eIt is based on this premise that human capital theory is predicated on the notion that human beings have the potential to enhance their economic standing and contribute to the expansion of the economy via the acquisition of new skills and knowledge. University pre-service teachers in Ghana need to develop and enhance their soft skills to meet the expectations of the global job market. These soft skills development and enhancement encompasses their interpersonal, technological literacy, teamwork, communication, presentation, leadership, problem-solving, critical thinking and time management abilities requisite towards effective participation and meeting the different selection criteria of employees. The acquisition of transferable skills by university pre-teachers can have a significant impact on their ability to connect with learners, efficiently manage classrooms, and successfully negotiate the intricate social dynamics of the teaching profession. The combination of the human capital strategy and the development of soft skills among pre-service teachers in Ghana has the potential to result in educators who are more prepared and have a greater impact on the communities they serve. Transversal competencies have been found to be substantially connected with graduate employment in several European nations, including Spain, Germany, and Britain [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e].\u003c/p\u003e\n\u003ch3\u003eConceptual Framework\u003c/h3\u003e\n\u003cp\u003eAs shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, developing autonomous, competent students is the aim of employing teaching practices that transcend beyond subject mastery. This involves the use of techniques that accommodate differentiated instruction, active learning, cooperative learning, project-based learning, technological integration, assessment for/as learning, and cultural responsiveness. The Social Studies teacher can emphasise creative and inclusive pedagogies that are anchored on authentic and inquiry-based learning, presentations, reflections, collaborative and cooperative learning, differentiated learning, holistic learning, cross-disciplinary learning to enable students to appreciate flexibility within the unique socio-cultural background of others. By increasing students' involvement, igniting their interest, and fostering a deeper understanding of the content rather than just memorising it. It is through these medium students draw meaningful connections between what they have learned in the classroom and real-world scenarios. Students get the opportunity to showcase their expertise and competence. This kind of instruction promotes teamwork, creativity, research, critical thinking, knowledge application and builds vital communication and social skills as well as encourages digital literacy and gets pupils ready for the future by promoting shared accountability and responsibility among students. The resultant effect is the tackling the pressing issue of students not possession adequate essential skills and competencies because the forefront of Social Studies instruction is to promote evidence based pedagogical approaches that focus on skills acquisition rather than simply on knowledge acquisition [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e \u003cp\u003e \u003c/p\u003e"},{"header":"Method and Materials","content":"\u003cp\u003eAn embedded experimental mixed-method design was employed to explore the development and mastery of critical skills among social teacher-trainees at the University of Education, Winneba. Following the dictates of this design, we collected both the quantitative and qualitative data concurrently [17; 63] using closed-ended questionnaires and focused group discussion (FGD) guide with the primary focus being on the quantitative data. While a closed-ended questionnaire was used to assess the respondents' possession of key abilities, the FGD guide was used to provide depth and clarification on participants' possession of the key skills (Yin, 2014). By highlighting data dissonance, complementarity, and convergence, we were able to guarantee data triangulation and draw conclusions that would lead to a deeper comprehension of social teacher-trainees' possession or inadequacy of development of transferable skills as a key to employability. The course t 'SSE366: Work and Occupation', which intended to introduce students to the dynamics of the world of work, how to prepare curriculum vitae, and exhibit the qualities of being employable was used in this study. As one of five elective courses to be selected by third year students in the Second Semester, seventy-one (71) students opted to pursue this course for the 2022/2023 Academic Year. Based on the purposes of the study, the main criterion for inclusion was only Level 300 B.A Social Studies students who opted to study the course \u0026ldquo;SSE366: Work and Occupation\u0026rdquo; as their elective course. The course \u0026ldquo;SSE366: Work and Occupation\u0026rdquo; is a third year, second semester elective course of which 71 students opted to pursue it out of the three elective courses mounted. Hence, all the 71 students were included (through census) as participants for the quantitative data. For the qualitative data, nine (9) focused groups were formed to engage the participants. The first eight (8) focused groups had eight participants each and the ninth focused group had seven (7) participants. The eight participants were sampled through the volunteer or opt-in sampling techniques [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. The items on the close-ended questionnaire were derived from the [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] classification of employability skills among graduates, while the items for the focused group discussion emerged from the responses given in the close-ended questionnaire. To ensure the legitimation of the instrument, the respondents for the quantitative data formed the same participants for the qualitative data through a focused group discussion mode; researchers gave the transcribed data to the participants to confirm their expression of thoughts and items for the focused group discussion were derived from the questionnaire to ensure content validity. Again, the quantitative data were analysed using frequencies and percentages, while the merging themes were catalogued and analysed for the qualitative data. The recorded focus group discussion was transcribed. The transcriptions were broken down into codes. These codes were grouped into broader themes that represented the common patterns across the participants. The codes were categorized thematically in a systematic manner and analyzed, allowing for a rich and descriptive understanding of the employability skills of the respondents. This analysis provided valuable insights into the strengths and areas for improvement in the participants' employability skills. By organizing the data into themes, researchers were able to identify key trends and make informed recommendations for enhancing employability among the respondents. The data collection instruments did not require respondents to provide any personal information that can be used to identify them, they were given the liberty to withdraw from the study at any point of the data collection exercise and the transcribed data were given to the participants to verify if any of their thoughts or views were misrepresented. Informed consent was obtained from all the participants and respondents before the data collection begun.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eTable 1: Employability skills of Social Studies teacher trainees and the challenges thereof at the University of Education, Winneba\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"593\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 164px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eEmployability Skills Scale\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eStatements\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 92px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eI am okay\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 99px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eI need to work on this\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eF\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ef\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003ef \u0026nbsp; \u0026nbsp; %\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 164px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003ePositive Attitude\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI have a \u0026ldquo;can do\u0026rdquo; attitude\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e61\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI am optimistic and honest\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI am friendly and show respect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI am motivated to work hard\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 164px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eCommunication\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI think about how I communicate and how it affects others\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI ask questions when not sure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI listen attentively\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI show respect when I communicate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 164px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eTeamwork\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI work well with others to complete tasks and meet goals\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI contribute to new ideas\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI work well with others of different gender, culture or belief\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI follow the directions of my leaders\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 164px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eSelf - management\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI arrive at work on time with the right clothing and equipment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI understand how my words and actions can affect others\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI show commitment and responsibility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI am dependable, I follow instructions and complete tasks\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI follow health and safety guidelines\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 164px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eWillingness to learn\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI am willing to learn new tasks, skills and information\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI am curious and enthusiastic about the job\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI look for opportunities to improve or help the business\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI accept advice and learn from feedback\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 164px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eThinking skills (Problem solving and decision making)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI think of all the options before making a decision\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI can see problems and try to solve them\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e62\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI think before I do something\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e41\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e58\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI think about consequences of my actions before I act\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI know when I need to get help\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e48\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 164px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eResilience\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI adapt to new or changing situations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e72\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI do not give up when there is a setback\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI get help when I need it\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e38\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e46\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 172px;\"\u003e\n \u003cp\u003eI accept my mistakes and learn from them\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e79\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 48px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 51px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e71 \u0026nbsp; 100\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eSource:\u003c/strong\u003e (Field Data, 2022)\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e1\u003c/span\u003e presents the results of respondents' acquisition of employability skills as well as the challenges they encounter towards the acquisition of same soft skills. From the positive attitude dimension of the employability skills scale, Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows that 61(86%) of the respondents agreed they possessed \u0026ldquo;a can do spirit\u0026rdquo;. Statements expressed by respondents that corroborated their agreement were:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Having the zeal and courage to do everything possible in life\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I can do everything so far as it is said and required of me\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Because I possess the physical, intellectual ability and am ready to face any challenge\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003e \u003cem\u003eMoreover, other respondents stated that\u003c/em\u003e,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I have been taught and also observed others who have done it before and if I fail, they inspire me to try again\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I don\u0026rsquo;t easily give up, I am ready to learn new things because I am capable of doing things which I know others cannot do\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I am always ready to perform any task assigned to me because I always believe that once someone has been able to do it, I can also do it\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eContrary to respondents\u0026rsquo; agreement to their can-do spirit, 10(14%) of the respondents indicated that they need to work on such quality. The following statements from the respondents reveal their need to work on their can-do spirit.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;My confidence is very low, I cannot do it unless I see people doing it\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I need to work on \u0026ldquo;can do\u0026rdquo; attitude because I\u0026rsquo;m discouraged when I fail\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I sometimes feel shy in certain things\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eOn the part of \u0026ldquo;I am motivated to work hard\u0026rdquo;, result from Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows that 59 (83%) proved that they \u0026ldquo;motivated to work hard\u0026rdquo; while 12(17%) responded that they need to work on their \u0026ldquo;motivation to work hard\u0026rsquo; in the. Statements that supported respondents motivation to work hard were:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I also motivated myself to work because nothing is impossible\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I am a hard working person because it is part of my virtues\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Because working hard gives me that I can achieve what I need in life\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eOthers stated that:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Working hard is the best way to improve your skills\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;For me to succeed, surely I have to work hard to achieve all I need\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Because there is nothing you can achieve without motivating yourself\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eAlso, statements from the respondents that indicated their need to work on their motivation to work hard. These statements were\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I am encouraged to work hard by the words and actions of people\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I am motivated to work hard whenever my efforts are appreciated\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I am motivated to work hard when someone praises me\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe second dimension \u0026ldquo;Communication\u0026rdquo; as an employability skill, 56(79%) of the participants think about how they communicate with others and how their communication affects others\u0026rdquo;. The following expressions confirmed their agreement.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I don\u0026rsquo;t use harsh words on people when communicating because I am the type who hate to hurt other people\u0026rsquo;s feelings and to look down on them\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003eI think before I communicate with my friends because I don\u0026rsquo;t want to offend them\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Communication, they say, is the key. Having this skill, you will be able to build rapport between your co-workers, management and many workers\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eFrom the perspective of others, participants expressed that:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I reflect for, in and on every communication I engage in because I know the power words hold\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I think about what to say before I talk in order not to affect anyone especially when I\u0026rsquo;m angry\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I\u0026rsquo;m cautious about how to talk to others so it doesn\u0026rsquo;t affect them\u0026rdquo;. I normally don\u0026rsquo;t want to be the reason for someone\u0026rsquo;s bad mood\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eNotwithstanding the fact 56(79%) of the participants think about how they communicate with others and how their communication affects others, 15(21%) participants indicated that they need to work on their communication with others and how such communication affects others. The following responses explain such participants\u0026rsquo; assertion:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Because I wish to always say what I feel and know before considering the others feeling\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I have realized that my communication needs to be worked on because I sometimes find it difficult to accept the view of others\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003eBecause my communication will not be okay with others with how I talk\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Yes, I am obsessed about how I talk and how it will affect others\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eApart from respondents thinking about how they communicate with others and their communication affects others, 53(75%) further agreed that they show respect during communication. Respondents\u0026rsquo; expressions are in consonance with their agreement.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I always use please, sorry and excuse me in my talk and also position myself well when talking to the elderly\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;When communicating, I am soft spoken, calm and never forget my please, sorry and willing to listen to all irrespective\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I give maximum respect when communicating as it is said that respect is reciprocal and so I am always on point\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eOn the other hand, 16(22%) of the respondents indicated that they need to work on how to show respect when communicating with others. This assertion was expressed as:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I have realized that based on my cultural background my way of communicating to someone shows disrespect.\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Sometimes, I do not think of how my communication affects others and I am willing to improve on that\u0026rdquo;.\u003c/em\u003e \u003c/p\u003e\u003cp\u003eMy presentations sometimes do not go well with people\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eFurthermore, 53(75%) of the respondents agreed that they feel comfortable working well with others to complete tasks and meet goals a. In order to express their teamwork employability skills, respondents espoused that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Working with other people helps me very well since different people have their own unique features and am able to tolerate their view as a learner\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I really love team work because I believe when I work together with other we can achieve our aim together\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I am always happy working with my colleagues because it makes tasks given easier to complete\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eOther respondents specifically,18(25%) indicated that they need to work on how they work well with others to complete a task and meet goals. Respondents expression were captured as follows,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I believe in teamwork but get discouraged when members are not committed or hard working\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I need to work on this, I love what I do and always want it done well. I sometimes find problems with people who postpone responsibilities\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I love to work individually because it is stressful to work as a team as it waste a lot of time too\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eAlso under teamwork criterion 51(72%) of the respondents indicated that they contribute new ideas. Specifically, they expressed that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I contribute to new ideas because I am not afraid of trial and error and also to seek new experiences\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I come out with my views when I and my mates are doing assignment or discussing about an issue\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;When I have new idea, I make sure to share and I do not keep it to myself because new ideas will transform you to new things\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eAnother dimension of the employability skill was self- management. 56(79%) of the respondents agreed that they arrive for lectures, and events on time as well as wear appropriate clothing and equipment. The following statement from the respondents confirmed their assertion.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I go to class or lecture in decent clothing and before the start time because am time conscious\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Punctuality and promptness is one of the most important thing every organization demands from their workers\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Arriving at work on time to me is necessary and putting the required cloths is necessary to ensure decency\u0026rdquo;\u003c/em\u003e [Sic].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eOther participants also indicated that:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;My appearance tells the kind of person I am, this motivates customers to continue to patronise\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I turn to work place readily on time with the right clothing and equipment to make things uniform\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;As the saying goes, appearance count first, I dress well irrespective of the occasion\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Every organisation has its own ethics so I am always time conscious and the right attire to wear\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eNotwithstanding respondents' indication of being time conscious, 15(21%) of the respondents indicated the need to work on time management as well as their dressing. Expressions such as \u003cem\u003e\u0026ldquo;I am an imperfect person and as a result I cannot do everything perfectly.\u0026rdquo; and \u0026ldquo;sometimes, my lazy attitude will cause me to be late and not prepare properly for work\u0026rdquo; highlighted respondents need to work on their time management and dressing habits for events.\u003c/em\u003e\u003c/p\u003e \u003cp\u003eRespondents' ability to engage in critical thinking to solve problems and make informed decisions, 48(68%) of the respondents indicated that they think of all options before deciding. The following were some of the participants' responses related to this.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I think of all the option to help me take the right decision which will guide the success of my work\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I do so because some options are best, accurate and faster than others, so I always look through them all to choose the best that suit the situation\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003eI don\u0026rsquo;t rush in taking decisions, I take time to analyse them before I take action\u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Before any decision, I have to evaluate the good and the bad of it before\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eMoreover, 51(72%) of the respondents indicated that they know the consequences of their action before they act while 51(72%) of the respondents indicated that they are able to adapt to new or changing situations. Respondents expressed their resilience through the following statements\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I adapt to changing situations to find possible means to improve the condition of services\u0026rdquo;[Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;This is because the world we are in today is dynamic and my services must suit the correct demand\u0026rdquo;[Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I adapt to new or changing situations because it brings improvement in the business or work and I don\u0026rsquo;t give up when there\u0026rsquo;s difficulties\u0026rdquo;[Sic].\u003c/em\u003e \u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eOthers also expressed that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;At first working with females were my problem but gradually I am adapting and believing in them\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Every situation has its own demands and adapt to them as a result I get out of my comfort zone when there is the need to adapt to new changes or situations\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I am flexible so I easily adapt to changing situations which makes me adaptive and respond positively to evolving phenomena\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eOn the other hand, 20(28%) responded they need to work on their \u0026ldquo;adaptation to new or changing situations due to the following reasons.\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;It is not easy for me to adapt to changing situations because it is uneasy to get use to\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;It sometimes not easy for me to adapt to new situation\u0026rdquo; [Sic].\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;I am at times uncomfortable in adapting to new situations or environment\u0026rdquo;\u003c/em\u003e \u003c/p\u003e\u003cp\u003e \u003cem\u003e\u0026ldquo;Because sometimes the change is not helpful to me\u0026rdquo;[Sic].\u003c/em\u003e \u003c/p\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe development of essential skills among students demands that learners demonstrate the results of their learning through a product or performance. This gives a venue for learners to enhance their acquisition and development of a fine-quality combination of soft skills. [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e] confirm the development of soft skills among graduates as a relevant component needed towards survival within the complex rubrics of employment. The results from the respondents indicated their awareness of the importance of possessing certain transferable skills before they graduate. This resonates with [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e] position that students must be aware of the soft skills needed for contemporary survival and the expectations of the job market. This must be done by stakeholders, educational institutions, educators and the industry. It is through the awareness creation that higher institutions will mount programmes and courses expected to promote the same skills and competencies to enhance graduates' employability. This thought has made students responsible for their personal growth and development to adapt to the ever-changing demands of the world of work and society. The findings of the study collaborate with [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e] list of prioritising teamwork, communication, result orientation, and learning skills as a significant contributor to employability. Abdullah et al., (2019) examined soft skill possession by graduates to their employment opportunities. It was revealed that leadership, teamwork and communication skills were the strongest influence on graduate employability venues [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e] confirms that the barriers to graduate employability (high job demands, skill gaps, and lack of practical experiences) can be addressed through social mobility and widened access to higher education, hence leading to programmes, pedagogical practices, co-curricular activities intended to enhance students\u0026rsquo; communication skills, critical thinking skills, teamwork skills, problem-solving skills, research competence and innovativeness. [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] and [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e] attested that the acquisition of essential skills does not solely enlighten and empower students but makes students readily employable and competent to meet the characteristics of the ever-changing qualities of the job market. In the view of [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e] the importance of graduate possession of employability skills surpasses all realms of wisdom where graduates are placed on trials to test their application of knowledge, skills, attitudes and values to judge their job readiness. In the same vein, [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e] posit that within the categorization of soft skills, emotional intelligence is key in the gamut of soft skills. Graduate, as part of their emotional intelligence, must exhibit personal skills (self-initiative, self-reliance, positive attitude, motivation, determination, time management, stress management, anger management, multi-tasking, problem-solving, critical thinking, creativity and adaptability) and social skills (empathy, team cooperation, negotiation ability, communication ability, conflict management, leadership, change management, relationship management, embracing diversity, and active listening).\u003c/p\u003e \u003cp\u003eIt is imperative to state that personal characteristics and experiences, environmental influences and educational attainment play a crucial role towards the development of transferable skills constructed among students. Thus, in order to provide individualistic support to tackle students' areas of interest, the Social Studies teacher must modify educational approaches and strategies to meet students' different learning styles. This highlights the reasons why educators must use methods that support project-based learning, active learning, cooperative learning, customised instruction, technology integration, evaluation for/as learning, and cultural sensitivity. In order to help students understand flexibility within the distinct socio-cultural backgrounds of others, social studies teachers can prioritise innovative and inclusive pedagogies that are based on authentic and enquiry-based learning, presentations, reflections, collaborative and cooperative learning, differentiated learning, holistic learning, and cross-disciplinary learning. These strategies will increase student involvement, pique their interest, and promote a deeper understanding of the material rather than just memorization. Students are able to make significant connections between what they have learnt in the classroom and actual situations by using this medium. Students have the chance to demonstrate their proficiency and knowledge. Teamwork, creativity, research, critical thinking, and knowledge application are all encouraged by this style of classroom instruction because innovative skills and innovative abilities, personality factors, career-building traits, emotional intelligence and efficacy beliefs are essential towards the development of employability and innovative scale [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e]. Encouraging shared ownership and responsibility among students fosters digital literacy, develops critical communication. The findings of the study confirm [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e] categorization of job readiness among graduates. The categorizations were basic academic excellence skills, higher-order thinking skills, and personal qualities as the three components of job readiness. Basic academic excellence skills include reading, writing, science, arithmetic, oral communication, and listening; higher-order thinking skills include problem-solving, learning, reasoning, and creative thinking, while personal qualities encompass the purpose-driven life, eye-catching appearance, cooperative nature, self-motivation and self-management, social skills, self-control, self-confidence, honesty, adaptability, integrity, punctuality, ability to work in a team, good working attitude, and future readiness.\u003c/p\u003e \u003cp\u003eThe forefront of Social Studies instruction is to promote evidence-based pedagogical approaches that focus on skills acquisition rather than simply on knowledge acquisition, the resultant effect is tackling the pressing issue of students not possessing adequate essential skills and competencies [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. The pedagogical approaches serve as a solid foundation for the successful application of social constructivism, social realism, and social meliorism philosophical tenets for social studies education. The resultant effect is the development of career self-efficacy and social networking skills among students.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe main purpose of this study was to enhance the employability skills among social studies student-teachers in Ghana by assessing the employability skills Bachelor of Arts in Social Studies students possess as well as the contributing factors hindering respondents\u0026rsquo; acquisition of such skills at the University of Education, Winneba. Social studies teacher-trainees indicated that they possess some level of soft skills such as positive attitude, communication, problem-solving, digital literacy, accountability, creativity, self-confidence, social sensitivity, teamwork, self-management, willingness to learn, thinking skills, and resilience. Respondents affirmative possession of these transferable skills were evident through the statement: \u003cem\u003e\u0026lsquo;I have a can do spirit\u0026rsquo;, \u0026lsquo;I think about how I communicate and it affects others\u0026rsquo;, \u0026lsquo;I work well with other of different gender\u0026rsquo;, culture or belief\u0026rsquo;, \u0026lsquo;I show commitment and responsibility\u0026rsquo;, \u0026lsquo;I am willing to learn new task, skills and information\u0026rsquo;, and \u0026lsquo;I envisage a problem and try to solve them\u0026rsquo;\u003c/em\u003e. Notwithstanding, other respondents indicated the need to work on themselves to ensure the acquisition of said skills and competence. The statement that confirms the need to work on themselves were: \u003cem\u003e\u0026ldquo;I need to work on \u0026ldquo;can do\u0026rdquo; attitude because I\u0026rsquo;m discourage when I fail, \u0026ldquo;I need people to always motivate me to work\u0026rdquo;, \u0026ldquo;I have realise that my communication need to be worked on because I sometimes find it difficult to accept the view of others\u0026rdquo;, \u0026ldquo;I have realised that base on my cultural background my way of communicating to someone shows disrespect and \u0026ldquo;I really do not work with others because I see it to be time wasting\u0026rdquo;.\u003c/em\u003e\u003c/p\u003e \u003cp\u003eBecause the respondents were unable to demonstrate these fundamental skills, social studies teachers must establish a conducive and supportive learning atmosphere in which students can strengthen their areas of weakness and improvement. They must also modify learner-centred pedagogies to foster active student engagement through differentiated instruction, active learning, cooperative learning, project-based learning, technological integration, assessment for/as learning, and cultural responsiveness. Additionally, they must incorporate innovative and inclusive pedagogies that are based on authentic and inquiry-based learning, presentations, reflections, collaborative learning, and cooperative learning to help students recognize flexibility within the distinct socio-cultural backgrounds of others. It is anticipated that students' acquisition and development of employability/transferable skills will blossom and thrive through these mediums of Social Studies training.\u003c/p\u003e"},{"header":"Recommendations","content":"\u003cp\u003eThis study addressed a significant problem that Ghanaian graduates confront, which is how their lack of employability skills limits their access to job opportunities. With an emphasis on University of Education, Winneba Social Studies students, the study intended to offer particular insights into the difficulties and suggest solutions in helping graduates develop critical transferable abilities in order to improve respondents' acquisition of employable skills in Ghana. Enhancing the acquisition of employable skills among Social Studies teacher trainees in Ghana is vital for their triumph in the labour market. The human capital theory offers a valuable framework for comprehending the factors that impact the growth of employability skills in pre-service teachers.\u003c/p\u003e \u003cp\u003eIt is envisaged that when Social Studies educators implement strategies such as incorporating technology in education, providing career assistance and counselling, promoting work-integrated learning, and offering continuous professional development will enhance the acquisition of employability skills among pre-service teachers in Ghana. Additionally, the findings from this study have broader implications towards the development of course content, selection of learning experiences, and selection of pedagogical and assessment practices needed to create the enabling environment for respondents to develop their full potential, skills and competencies. Through these studies, tertiary education institutions and policymakers in Ghana may aid in the alignment of employees' demands and curriculum content by ensuring a continuous collaboration between the educational institutions and the cooperating organisations to ensure a perfect alignment of tuition to the needed competencies and skills to enhance the graduate employability rate. A perfect implementation of these recommendations will boost the outcome-based education of Social Studies programme at the University of Education, Winneba.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eData Availability Statement\u003c/strong\u003e\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003eThe data that support the findings of this study are available on request from the corresponding authors. The data are not publicly available due to privacy and ethical restrictions. This is to ensure confidentiality and protection of the identity of the study participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Statement:\u0026nbsp;\u003c/strong\u003eResearchers did not receive any financial support towards the conduct of this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDeclaration of Conflict of Interest:\u0026nbsp;\u003c/strong\u003eThe authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the findings this study\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number:\u0026nbsp;\u003c/strong\u003eNot applicable\u003cstrong\u003e.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish declaration:\u0026nbsp;\u003c/strong\u003eNot applicable\u003cstrong\u003e.\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate declaration:\u0026nbsp;\u003c/strong\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Approval Statement:\u0026nbsp;\u003c/strong\u003eThe researchers sought for ethical approval from the Department of Social Studies Education at the University of Education, Winneba\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePositionality Statement:\u0026nbsp;\u003c/strong\u003eThe researchers have no ties or relationships with the participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePermission to reproduce material from other sources:\u0026nbsp;\u003c/strong\u003ePermission to reproduce this study can be done on request. This will intensify the coverage of adolescent reproductive health issues\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contribution Statement:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003col style=\"list-style-type: lower-roman;\"\u003e\n \u003cli\u003e\u003cstrong\u003eMohammed Adam (PhD):\u003c/strong\u003e Conceptualization, Methodology, discussion of findings, Writing \u0026ndash; original draft, Writing \u0026ndash; review \u0026amp; editing.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eClarke Ebow Yalley\u003cstrong\u003e:\u0026nbsp;\u003c/strong\u003e\u003c/strong\u003eConceptualization, Methodology, Conduct of interviews, transcription of data, analysis of data and discussion of findings.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eSamuel Poatob (PhD):\u003c/strong\u003e Conceptualization, Investigation, conduct of interviews, transcription of data.\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbas, M. 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Pertanika Journal of Social Sciences \u0026amp; Humanities, \u003cem\u003e26\u003c/em\u003e(3).\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-global-society","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"","sideBox":"Learn more about [Discover Global Society](https://www.springer.com/journal/44282)","snPcode":"44282","submissionUrl":"https://submission.nature.com/new-submission/44282/3","title":"Discover Global Society","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Employability Skills, Human Capital Theory, Communication, Self-Management, Problem-solving, Resilience, Pre-Service Teachers","lastPublishedDoi":"10.21203/rs.3.rs-6085271/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6085271/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe possibility of securing job is clouded with graduates' inability to possess certain transferable skills, desirable values, attitudes and consciousness of the use of time and resources. This phenomenon is worsened by their uncertainties between their career aspirations and work requirements without considering their weaknesses in self-management, critical thinking, initiative, self-confidence, problem-solving, communication, leadership, creativity, interpersonal skills, and unrelated job educational programmes. As a result, this study focused on assessing the acquisition of employability skills among Social Studies teacher-trainees at the University of Education, Winneba, guided by human capital theory. Employing embedded mixed methodology design, all seventy-one (71) Level 300 students who opted to study the SSE366: Work and Occupation in the 2022/2023 Academic Year were sampled for the study. Closed-ended questionnaire was used to assess all 71 respondents' possession of key abilities while a focus group discussion (FGD) guide was used to provide depth and clarification on participants' possession of the key skills. Data gathered through the questionnaire were analysed using descriptive statistics whereas the FGD data were analysed through thematic analysis. The findings from the study revealed that respondents possessed some level of employable skills and qualities. However, there is a need to further develop key employability qualities such as positive attitude, communication, teamwork, self-management, willingness to learn, problem-solving, decision-making, and resilience among respondents to fully propel them for the competitive labour market. This study, therefore, concluded by recommending a shift towards learner-centred techniques, constructivist learning approaches, and authentic assessment methods to create a more conducive learning environment for learners to develop essential employability skills.\u003c/p\u003e","manuscriptTitle":"Enhancing Employability Skills Among Social Studies Student-Teachers in Ghana: A Human Capital Approach","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-07 07:11:38","doi":"10.21203/rs.3.rs-6085271/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-05-16T11:05:06+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-12T12:57:27+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-05T13:46:14+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"38406690198461803148099817843875557979","date":"2025-05-05T09:39:14+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"123551174169308817451198768633670637686","date":"2025-05-04T19:45:05+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"326475330294056887676172382373144505975","date":"2025-04-29T07:17:24+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-04-29T06:08:32+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-04-21T12:48:18+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-04-21T12:33:06+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-04-11T15:12:02+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Global Society","date":"2025-04-11T15:10:53+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-global-society","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"","sideBox":"Learn more about [Discover Global Society](https://www.springer.com/journal/44282)","snPcode":"44282","submissionUrl":"https://submission.nature.com/new-submission/44282/3","title":"Discover Global Society","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"92cf649f-15c7-4662-a2ce-b0cf1c5b8744","owner":[],"postedDate":"May 7th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-08-19T11:24:25+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-07 07:11:38","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6085271","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6085271","identity":"rs-6085271","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}