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

Abstract

This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) subsector with the rationale of characterizing the subsector and identifying the areas of potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET subsector. 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 questionnaire. 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 CBET curriculum not to mention supervision inadequacies of TVET institutions. Besides the limited interaction with the private sector has incapacitated TVET curriculum to serve the private sector although backward technology use in the private sector has equally inhibited the success of student attachment programs. Finally, legal ambiguities have perpetuated a qualification jungle and curriculum overlaps.