REVIEW OF RELATED LITERATURE This chapter contains citations from theorists whose ideas and works are relevant and significant to this research. This section also serves as the research’s foundation by providing their knowledge, skills, ideas, and studies. Tracer Study A tracer study, also known as a graduate survey, is a survey that is conducted (verbally or in writing) of education institution alumni after they have graduated or finished their course. A tracer study can include a wide range of issues, but typical ones include inquiries about academic development, the transfer to the workplace, entry into the workforce, job career, application of learned competencies, current employment, and ties to the educational institution (school, center, university) (Schomburg, 2016). According to University Graduate Tracer Studies (GTS) Graduate tracer studies involve identification and follow-up of graduates from higher education institutions incited by the need to give careful consideration to how graduates view their experiences they underwent during their degree study and their transition to the job market. If universities are to improve their teaching and training of graduates the the job market. If universities are to improve their teaching and training of graduates the experiences. Towards the end of the 20th Century, European Universities embraced the u se of t ra ce r stud ie s f or a p le tho ra of rea son s; especially to accred it t he ir stud y programs; to explain the link between study programs and the job market; to show uniqueness and positioning of individual universities; and also to enable universities and institutions managing higher education in their respective countries make informed and evidence based decisions about improvements and quality education and services in higher education (Schomburg, 2011). College Graduate Tracer Studies are commonly getting to be a recognizable practice around the world. Graduate tracer study includes the distinguishing proof and follow-up of graduates from higher instruction educate (HEIs) around the world, impelled to provide cautious thought to how graduates see their experienced amid their degree consider and their move to the work advertise. On the off chance that colleges improve heir instructing and preparing, the priority ought to memorize and earn enhancements from graduates’ encounters (Badiru and Wahome 2016). In this regard, the difficulty of linking graduate work success to their considered curricula seems plausible on the surface. However, this was nonsensical given that no attempts had been made to identify patterns that would have allowed the graduate tracer research to establish value-added. Therefore, when graduates have expressed their satisfaction with the consider program and pointed out areas that need improvement, an effort to establish a coordinate link of graduate work achievement inside the nonappearance of standard information appears meaningless (Nudzor and Anzah 2020). Graduate tracer studies are important for gathering and analyzing data on graduates' educational experiences, professional careers, and personal lives in order to implement effective reforms into institutional programs of HEIs. These types of research can be utilized to gather information on the job circumstances of the most recent graduates in order to develop performance indicators for their professional success (Teichler, 2017). The relevance and appropriateness of the study conditions, services, and programs offered by HEIs, as well as the quality of the graduating product, can therefore be attributed to their utilization ( Schomburg and Teichler 2017). In his journal, Pacatang (2016) claimed that the Graduate Tracer Study is an important investigation of the relationship between higher education and employment. This explains the purpose of HEIs, demonstrates how academic offerings can be modified to reflect institutional objectives, target a particular market, and assist in coordinating their efforts with the labor demands of the sector. The number of college graduates has been steadily rising, making it extremely difficult to find a job for a student. The majority of colleges have a strategy to strengthen current connections and build unneeded bridges with the working world. (Cruz and Alcantara, 2019). Employment history of the graduates According to Thurow (2017), future job, especially earnings come from both formal education and prior work experience. Young people make a variety of choices early in their careers that are proportional to their value as workers. They can actively seek out a decent work or accept one that is close by, accrue time at one position, or float aimlessly between jobs, become a member of a union, or refrain from join, and continue your education or stop. Numerous studies have highlighted the positive relationship between education level and employment opportunities. Graduates with higher levels of education tend to have better job prospects and higher earning potential (Becker, 1964; Blaug, 1976). Research often examines trends in graduate employment. For instance, in recent years, there has been an increasing demand for graduates in fields such as technology, engineering, and healthcare, while some traditional fields have seen stagnation (Carnevale et al., 2017). The timing of graduates' entry into the job market can affect their career trajectory. Graduates who secure employment immediately after graduation tend to have more stable careers in the long term (Rosenbaum, 2016). Gender disparities in graduate employment outcomes are a recurring theme in the literature. Women often face challenges related to pay gaps, career progression, and industry representation (Blau and Kahn, 2017). Research has also explored the issue of skills mismatch, where graduates may have qualifications that do not align with the requirements of their jobs. This can lead to job dissatisfaction and underemployment (Roberts and Riddell, 2018). The presence of internships and work experience during a graduate's education is seen as a significant factor in improving employability and securing relevant employment (Dolton and Vignoles, 2019). Government policies and higher education institutions play a role in shaping employment outcomes. Changes in funding, accessibility, and curriculum can impact graduates' job prospects (Desjardins et al., 2022). Employment outcomes vary by region and country. Studies often examine how national economic conditions, labor market structures, and education systems influence graduate employment rates (OECD, 2021). Some research delves into the long-term career trajectories of graduates, tracking their employment patterns and income progression over time (Arum and Shavit, 2016). Battaile (2016) finds that overqualified workers often report dissatisfaction with their jobs, suggesting a disconnect between the skills acquired in school and job requirements. According to Autor (2017) there is a growing disparity between the skills acquired in education and the skills demanded by employers, particularly in high-skill industries a he explores the skills gap in the labor market and its impact on employment. In a comparative study of Ryan and Whelan (2018) that examines the relationship between educational qualifications and job outcomes across different countries they find that the match between education and job can vary significantly, affecting individuals' job satisfaction and career prospects. Heckman (2019) highlights the significance of soft skills, such as communication, teamwork, and adaptability, acquired during education. He argues that these skills are often as important as technical skills in determining job success and career advancement. According to Patrinos and Psacharopoulos (2017) the relevance of skills acquired in school to present jobs can vary widely depending on factors like job market demands, the evolving nature of work, and the specific skills acquired. It underscores the need for educational institutions to adapt curricula to meet the changing needs of the labor market and for individuals to continue learning and developing new skills throughout their careers. Status of the degree program, curriculum and study condition Associates (2018) emphasized the importance of aligning degree program curricula with the current and future needs of industries. Graduates are more likely to find employment when their education matches the skills and knowledge required by employers. Employers value not only academic knowledge but also a range of soft and hard skills such as communication, critical thinking, problem-solving, and technical skills. Degree programs that emphasize the development of these skills tend to produce more job-ready graduates ( Carnevale et.al., 2018) According to Arum (2017) Programs that incorporate internships, co-op experiences, or other forms of work-integrated learning are often seen as more effective in preparing graduates for employment. These opportunities provide real-world experience and help students build professional networks. Collaborations between educational institutions and industry partners can enhance the relevance of degree programs. Such partnerships often result in curricular input from employers and opportunities for students to work on industry projects. (Collier, 2018) Morgan (2019) argued that effective career services and guidance play a crucial role in connecting graduates with employment opportunities. Institutions that offer comprehensive career support tend to have higher rates of graduates finding suitable jobs. Hango (2017) emphasized the importance of explicitly teaching employability skills, such as resume writing, interview preparation, and networking, alongside academic content. Research often assesses graduate employment outcomes, including job placement rates, salaries, and job satisfaction. These outcomes are useful indicators of the adequacy of degree programs (Smith, 2019). Economic conditions, including recessions and economic downturns, can affect graduates' employment prospects. Research often considers how these factors influence the link between degree program adequacy and employment. (Strohl, 2017) According to Roksa (2017) Government policies, regulations, and funding mechanisms can impact the alignment between degree programs and employment. Researchers often examine the role of public policy in shaping higher education outcomes. Dogherty (2019) argued that the adequacy of degree programs in preparing graduates for employment is a multifaceted issue influenced by curriculum design, industry partnerships, career support services, and broader economic and societal factors. Institutions and policymakers should continuously assess and adapt degree programs to ensure they meet the evolving needs of the job market and equip graduates with the skills and knowledge necessary for success in their chosen careers.
