Higher Education Curriculum Content and Graduate Employability in Cameroon: A Teacher- Student Perspective

Aim: The study aimed to examine the contribution of the higher education curriculum content on graduate employability especially from the teacher's and students' perspective. Methods: Two research questions and a null hypothesis were formulated to guide the study to achieve this objective. The study was carried out in the two-state universities of the English-speaking regions of Cameroon. The sample for the study was determined using the Krejcie and Morgan (1970) table giving 300 students and 120 lecturers. This sample size was representative of the target population. Primary data was collected using close-ended questionnaires and was analyzed using regression techniques such as the structural equation modeling (SEM) approach with the maximum likelihood estimation technique. The critical ratio was used to test the significance of the hypothesis. Results: The overall results revealed that curriculum content has a significant positive effect on graduate employability from the student's perspective but an insignificant effect from the teacher's perspective. That is, an improvement in the curriculum content will likely improve the graduates' employability rate in the English-speaking regions of Cameroon according to the teachers but will likely have little or no change in graduate employability according to the students. Recommendation: Higher education institutions should revise their current curriculum content to inculcate key work-related skills like soft skills, critical thinking and technical skills because they are vital in enhancing graduate employability in Cameroon.