Technical and vocational education and training in Uganda: A critical analysis

This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stak...

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Bibliographic Details
Published in:Development policy review 2019-11, Vol.37 (6), p.735-749
Main Authors: Okumu, Ibrahim Mike, Bbaale, Edward
Format: Article
Language:English
Subjects:
Adoption of innovations
Curricula
Curriculum development
Data
Financing
Interest groups
Job training
labour market
Performance indicators
Private sector
Questionnaires
Skills
skills development
Stakeholders
Strength
Supervision
Technology
Uganda
Vocational education
vocational training
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Summary:This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula.
ISSN:0950-6764
1467-7679
DOI:10.1111/dpr.12407