A

Abstract

Although the goal of education has been to produce knowledgeable students and future workers, the culture of education has shifted over the past few decades from knowledge-based to competency-based. Students are not adequately prepared for the real world of work when they graduate from university, according to a number of analyzed reports from different nations. Some scholars attribute this problem to the fact that high school assessments are not aligned to the expectations of the world of work. To ensure a thorough investigation into the problem, attitudes and perceptions of Private University Teachers (PUTS) regarding their use of Authentic Assessment (AA) in preparing students for the world of work in the Greater Accra Region (GAR) of Ghana was researched. Three theories (Theory of Planned Behaviour, the Expectancy Value Theory and the Theory of Human Capital Development) were used as the key theoretical framework for the investigation of this study. Both qualitative and quantitative research were used in the study's mixed methods approach. 24 PUTS were specifically chosen for an in-depth interview inquiry as the first step in an exploratory sequential research design. All 24 individuals underwent semi-structured in-depth interviews. The conversation focused on PUT's views and opinions regarding the usage of AA to get students ready for the world of work. Thematic analysis was used to examine each interview. A statistically calculated sample size of 352 was used in the second phase. The participants were chosen by simple random sampling. The survey looked at how PUT's beliefs and attitudes affect how they use AA to get students ready for the world of work. The Statistical Product for Social Solutions (26.0) was used to do the statistical analysis. According to the study's findings, PUTS have favourable opinions and attitudes about AA. They seem to link their understanding of graduate unemployment to their attitudes and perceptions of AA and knowledge on benefits of AA in terms of assessing innovation and creativity, higher order thinking and inquiry skills, enhancing peer and self-assessment, creating a connection between the school environment and the outside world, fostering meaningful or authentic learning and improvement in realistic assessment, as well as its role in improving graduate employability in the world of work after school. These attitudes and perceptions towards AA influence their use of AA in preparing students for the WoW among Private university teachers in Greater Accra Region. It was recommended that awareness be created especially in all courses offered in the universities in Ghana to scale-up AA for Students' WoW. Again, an industry-driven curriculum was highly recommended for universities, as this will ensure that their education and skills are relevant and aligned with the needs and demands of industry. This type of curriculum focuses on practical skills and knowledge that students would apply in their future world of work.