A study by the Commission for University Education (CUE) has found a persistent gap between what Kenyan universities teach and the skills employers expect from graduates entering the labour market.
The report, titled “Employability of Graduates in Kenya: A Study of Perceptions and Expectations of Employers”, found that while many graduates have strong theoretical knowledge, employers continue to identify weaknesses in practical competence, workplace readiness, communication, problem-solving and digital skills.
The study found that graduates often struggle to translate academic knowledge into practical workplace tasks, including the use of modern equipment, industry-specific tools and technical procedures.
Employers also reported concerns over workplace discipline, accountability, time management and graduates’ ability to adapt to organisational environments.
Communication was identified as another major gap, with employers citing weaknesses in verbal and written communication, report writing, workplace interaction and customer engagement.
The study also found shortcomings in critical thinking, independent decision-making, innovation and problem-solving.
The report further identified gaps in digital literacy, including the use of workplace technologies, data tools and digital problem-solving. Employers also pointed to limited entrepreneurial preparedness, financial literacy and awareness of labour market expectations.
The findings contrast with graduates’ own assessment of their preparedness.
The study found that 52 per cent of graduate respondents considered themselves well prepared for the labour market, while 34 per cent said they were very well prepared.
However, interviews revealed gaps in areas such as workplace routines, professional communication, reporting, interviews and job-search strategies.
Employers also said many graduates require additional training and close supervision before becoming fully productive. In some sectors, graduates were reported to take between six and 12 months to reach full productivity.
The study drew on quantitative and qualitative data from graduates, employers and key informants across different sectors.
The quantitative component included 102 graduate respondents and 109 employer respondents, although the report notes that the sampling was purposive and was not intended to support generalisation to the entire population.
The report recommends greater emphasis on practical training, internships, industrial attachments and work-integrated learning, alongside regular curriculum reviews involving employers.
Career services also emerged as a key area for improvement, receiving the highest rating among proposed interventions at 4.8. Work-integrated learning scored 4.6, while co-designed assessments scored 4.7.
The study also found that only 49 per cent of participating organisations currently collaborate with universities, compared with 51 per cent that do not.
It recommends stronger partnerships to improve curriculum relevance, internships, mentorship and graduate recruitment pathways.
