The Graduates’ Employability Challenges in Tanzania: A Philosophical Response from Martin Buber’s Concept of Education as a Dialogue

University and College graduates in Tanzania and elsewhere are claimed not only unemployed but also unemployable. With a philosophical-analytical method, this paper seeks to tackle the problem as how to raise the employability level of such graduates in Tanzania and elsewhere. Inspired by Martin Buber's philosophy of education as dialogue, we discuss the learner-centeredness in teaching and learning as a contributory approach to resolving the challenge. We explore the intrinsic dialogical and creative instincts of the learner and the way to exploit them in order to make the learner both knowledgeable and employable. We expose findings of the effectiveness of mainstreaming a diversity of interactive dialogue into all decision making forums and processes. We recommend a dialogue of commonality of interests and efforts of both the labour industry and the academia in solving the graduates' employability challenges rather exchanging blames and defensiveness.