Knowledge transfer in informal apprenticeship systems among motor vehicle mechanics: a case of Kisekka Market Garages, Kampala

Abstract

This study examined how knowledge and skills are transferred in informal motor vehicle mechanic apprenticeships at Kisekka Market, Kampala. Based on Experiential Learning Theory and Communities of Practice, and supported by Human Capital Theory, the research explored how apprentices gain technical skills through hands-on practice, observation, mentorship, and social participation in real-world work environments. A qualitative approach was used, involving 40 purposively and snowball-sampled participants: 15 master mechanics, 15 apprentices, and 10 graduates. Data collection included semi- structured interviews, non-participant observation, focus group discussions, and document review. Thematic analysis showed that learning is mostly experiential and socially driven, happening through direct task involvement, feedback, peer learning, and gradual participation. The garage environment encourages adaptability and practical expertise, but faces challenges like inconsistent training, limited resources, gender exclusion, and lack of formal recognition. Document reviews revealed broader systemic issues, such as limited policy integration and inconsistent skills documentation. The study concludes that informal apprenticeships are vital for youth skill development and employment but need targeted support to improve quality and inclusion. Recommendations include strengthening mentorship, improving workshop infrastructure, recognizing informal skills through certifications, and building connections with formal vocational institutions. Overall, the study contributes to Adult and Community Education by linking informal learning with broader vocational and policy systems.