Curriculum Design and Youth employability in Uganda: The Mediating Role of Social Capital Among School Dropouts

Abstract This study examines the mediating role of social capital in the relationship between curriculum design and youth employability among school dropouts in Uganda. Adopting a cross-sectional survey design and a mixed-methods approach, data were collected from 270 usable responses, targeting school dropouts. Qualitative data were gathered through purposive interviews with curriculum specialists, employment experts, and NGO representatives, guided by a structured interview protocol. Quantitative analysis revealed significant positive relationships between curriculum design, social capital, and the employability of school dropouts. Mediation analysis confirmed that 73% of the total effect of curriculum design on employability was mediated by social capital, indicating full mediation. These findings position social capital as a pivotal mechanism through which curriculum design influences educational and labor market outcomes. Qualitative data and policy document reviews corroborated the quantitative results, highlighting curriculum design’s dual role as both a cognitive and social development tool. The study advocates for pedagogical reforms that explicitly integrate social capital formation into curriculum frameworks, particularly at the primary and secondary levels, to address persistent youth unemployment in Uganda. Policy implications include inclusive curriculum development, enhanced teacher training, and future research into socially responsive pedagogical models in low-income and high-dropout contexts such as Uganda.