Many governments believe that investing in human capital should increase citizens' employability, which is why it is often presented as a solution to the problems of knowledge-based economies and societies, rising unemployment rates and economic competiveness. The aim of this study is to understand employers' views regarding the employability of graduates from higher education programmes in Rwanda. Employers of graduates in the programmes of Accounting, Agriculture, Education and Medicine were interviewed to obtain a broad understanding of their views. The key themes that emerged from the thematic analysis were professional skills, becoming changeable/formable and skilful practices. This study argues that the concept of employability needs to be viewed as contextual because understanding the professional and national contexts is fundamental to achieving a better understanding of graduates' employability.

In this study, we aim to explore and thematically analyze the higher education teachers' notions about most important problems related to students' learning, including the teachers' notions of the approaches to learning that the students adopt The study was carried out in Rwanda, Central Africa, with 25 university teachers engaged in group interviews. Inspired by the concepts of metaphors for learning and approaches to learning, five main categories of students' learning problems were identified: Dependence, Physical and economic resources, experience of a deep approach to learning, reading culture, and previous preparation for higher education. These problems are interrelated and point to the need to understand study levels in education systems as being interdependent. The teaching and learning process of one level influences the quality of learning of the other level. A difference/gap in learning approaches between levels of education greatly impacts difficulty in students' learning and understanding especially when they shift from a lower level to another. Understanding educational levels as closely linked is thus of great importance for enhancing quality in learning in higher education in Rwanda.