Abstract
The objective of this study is to examine the inclusion of employability skills into the existing Arabic curriculum in Nigeria tertiary institutions to provide more job opportunities for Arabic graduates. The study used mixed methods as research design to answer three research questions and two hypotheses. Nine sets of components generated 44 items: 18 items are on relevance, job-opportunity and work-environment to the contents of the curriculum while the remaining 26 items are on identified employability skills. A total population of 1,350 students were selected across universities and colleges of education in Yoruba land, Nigeria. Out of this population, a total number of 344 respondents finally responded to the study. The researcher also made use of interview technique to explore the opinion of 12 stakeholders who were carefully selected from various universities and colleges of education in Yoruba land on the state of the current contents of Arabic curriculum in use in Nigeria, factors responsible for unemployment of the graduates and solutions on the identified factors. The quantitative findings of the research show that the employability skills predict curriculum of Arabic graduates in Yoruba lands, Nigeria and that the respondents’ perception on the inclusion of the employability skills in the curriculum is significant. However, the result of the interview revealed that the current Arabic curriculum is faulty and needs to be reviewed in order to enhance employability of Arabic graduates in the global workplace. Significantly, the study contributes to the field of Arabic studies because it introduces employability skills as an added advantage to Arabic graduates, enhances their chances of getting lucrative jobs and exposes their potential in the society. The implication of this study suggested that the employability package that comprises communication skills, decision making skills, creative thinking skills, entrepreneurship skills, team work skills and problem solving skills should be embedded in the curriculum to enhance Arabic graduates’ chance in their quest for suitable employment. The implication suggests that the National Universities Commission (NUC), National Commission for Colleges of Education (NCCE) and the government must also give support in ensuring uniformity of the Arabic curriculum across all universities offering Arabic language.