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Evaluating Diversity in Career Development: Implications for Employability Skills Acquisition in the 21st Century
Abstract
This study evaluated career diversity and development initiatives using the New World Kirkpatrick Model. Descriptive survey research was used in this study with African university undergraduates and teacher trainees as the study population and target respectively. Data was collected using a validated questionnaire. The scaled response forms were given to university non-teacher trainees and tested for internal consistency. The instrument had a reliability value of 0.715, indicating its reliability and was administered electronically. Descriptive statistics answered non-testable research queries while non-parametric inferential statistics tested hypotheses. Finding revealed that teacher trainees were satisfied with their career diversification and development training, while creativity was the most important employability skill and they could largely use it for decision-making. The moderate influence of student training was significant across locations and educational fields. These findings informed the conclusions made and implications for further studies.
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