Even though many nations invest heavily in education to boost economic growth and development, evidence continues to show that university graduates struggle to find employment and eke out a living, obscuring our understanding of the true value of education. Comprehending the experiences of university graduates can assist in determining the support needed for their personal and economic growth. However, research in Zimbabwe on the experiences of graduates after university education is limited. This study explores the experiences of 14 university graduates, drawn from one university in Zimbabwe, who were in their fifth year after graduating. Data were generated from semi-structured interviews and analysed through the lens of credentialism theory. Findings revealed a significant discrepancy between education and employment wherein the value of education is being re-evaluated by people, with many questioning the assumption that higher education guarantees job opportunities. The disconnect highlights the need for policymakers to reassess the way education is delivered and aligned with labour market needs. The study proposes that universities should draw insights from industry leaders when crafting their curriculum and determining enrolment figures. The research extends scholarship on the interplay between education and employment, thereby guiding educational policy formulation in developing countries.
Chimbunde et al. (Wed,) studied this question.