The major role of Technical, Vocational Education and Training (TVET) is to equip young persons with skills for the world of work. However, studies have shown that TVET graduates in Uganda experience difficulty in their transition to the world of work, implying major labor market entry problems. The study, we set out to identify different strategies for facilitating TVET graduates' transition to the world of work in Uganda. A qualitative approach was used to collect data, analyze and present findings. Thirty respondents, comprising of employers of TVET graduates, trainers and officials from: skilling Uganda, Uganda employers' union, Ministry of education officials, and TVET graduates in formal employment were randomly selected and interviewed. The various strategies identified were: use of employment agencies, income generating units at the institutions, institutional-industrial linkages, provision of start-up capital, tools and materials for self-employment, training with production and internship/ industrial attachments programs. It is recommended that an active labour market information system be established at TVET institutions to analyze, collect, evaluate and provide labour market information to identify evolving occupations, skills shortages and areas of skills oversupply and redundancy; that there should be an increase in apprenticeship programs and that TVET institutions adopt approaches such as case studies, project-based learning, real life problem-based learning, and teamwork learning activities.
Several industrial accidents, some of them fatal, have been reported in Uganda. Causes could include training gaps in vocational training institutions (VTIs) and workplaces. This study investigated how occupational safety training in VTIs and workplaces is implemented. The study was carried out in five selected VTIs and workplaces in Kampala. Data were collected from instructors, workshop technicians, students, workshop managers, production supervisors, machine operators and new technicians in the workplaces. A total of 35 respondents participated in the study. The results revealed that all curricula in VTIs include a component of safety but little is practiced in VTI workshops; in workplaces no specific training content was followed and there were no regular consultations between VTIs and industry on safety skills requirements, resulting in a mismatch in safety skills training. The major constraints to safety training include inadequate funds to purchase safety equipment and inadequate literature on safety.
Aims: The study aimed at determining employers’ perceptions about the employability of Technical, Vocational Education and Training (TVET) graduates in Uganda. Determining employability skills from the employer’s perspective is crucial to develop these skills among the students while at the training institutions.
Study Design: Survey.
Place and Duration of Study: Sample: Employers of TVET graduates in Uganda. Between February 2018 to August 2018.
Methodology: The study adopted and modified a SCANS (Secretary's Commission on Achieving Necessary Skills) questionnaire. Sample: The study involved 50 respondents selected from different employing organizations.
Results: The findings indicated that most employers agreed that the graduates possessed the basic skills (average mean=3.91), ICT skills (average mean=3.87), and interpersonal skills required for work (average mean=3.61). However, there were negative perceptions regarding their decision making (mean= 2.39), reasoning (mean=2.96), self-esteem (mean=2.92), sociability’ (mean=2.90), integrity/honesty (mean= 2.60), money (mean=2.57), materials and facilities management (mean=2.67); understanding systems (mean=2.79), monitoring and correcting performance (mean=2.40), and improving systems (mean=2.24). Further, that most employers don’t participate in curriculum design (50%).
Conclusion: TVET institutions should endeavor to improve on the negatively perceived aspects to instill the necessary employability skills among the graduates to make them readily employable.
Artisans trained in Katwe are capable of doing various technical tasks such as to operate, service, repair and fabricate various equipment and tools. In this study, we set out to find out the effective methods used for training. We employed a qualitative approach to collect data, analyze and present findings. The methods commonly used are; practicing through trial and error, observations, mentoring and coaching, discussions, and by real-world problem-solving. Challenges include: high cost of materials, electricity and little time for training. We concluded that the training methods used can be incorporated in the formal curriculum to improve competence.
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