Kampala, Uganda | The Ugandan government is set to implement significant reforms in Technical and Vocational Education and Training (TVET) to enhance access and equity, particularly for marginalized groups.
Education and Sports Minister Janet K. Museveni, who is also the First Lady, believes these reforms will not only invigorate the economy but also address the pressing issue of youth unemployment. “The TVET sector has the potential to drive economic growth and reduce poverty,” she stated while announcing the results of the Uganda Business Technical Examinations Board (UBTEB) for July/August 2024.
The reform strategy emphasizes industry-led training, curriculum enhancement, and improved teacher training, aligning with a global acknowledgment of TVET’s critical role in alleviating poverty and youth unemployment.
Museveni outlined plans to modernize and expand TVET institutions, ensuring they become more accessible and affordable. The government aims to upgrade existing infrastructure and equipment to enhance training quality and to establish new institutions to widen vocational training access across the nation.
To make TVET programs more financially viable, the government will allocate additional resources, ensuring graduates are equipped with skills that meet industry demands. “A skilled workforce will be vital for Uganda’s economic development and competitiveness,” she noted.
Currently, Uganda boasts 41 Community Polytechnics and Technical Schools, 84 Vocational Training Institutes, and 21 technical colleges. The recent exam results revealed a significant achievement, with female completion rates in the TVET sector reaching 84%. This success is largely attributed to government initiatives like special scholarships and a decentralized admission system.
“The 84% completion rate for female students is a testament to the effectiveness of our initiatives,” Minister Museveni remarked, highlighting the government’s commitment to empowering women in the workforce.
The special scholarships, launched in the 2022/2023 financial year, target women and Special Needs Education learners in fields identified as “scarce skills,” including mechanical engineering and architecture. The decentralized admission system allows students to apply to local TVET institutions, enhancing accessibility.
Dr. Kedrace Turyagyenda, the Permanent Secretary of the Ministry of Education and Sports, stressed the need for TVET providers to integrate training with production, fostering innovative and entrepreneurial skills. “We encourage trainers to stay connected with industry trends,” she advised, noting the Ministry’s efforts to digitize TVET processes for better planning and coordination.
Dr. Eng. Silver Mugisha, Board Chairperson of UBTEB, emphasized the necessity of developing a TVET Qualifications Framework to standardize training and assessment. He urged the government to prioritize this framework to ensure training programs align with industry requirements.
Mugisha also called for improvements in training facilities and resources, which are crucial for providing hands-on training. He highlighted the importance of completing the Assessment Centre Project, currently 78% finished, and noted that funding gaps could delay its completion.
UBTEB has made significant strides under Mugisha’s leadership, achieving International Organization for Standardization (ISO) certification and enhancing its Examination Information Management System (EIMS) for efficient online processing.
Executive Secretary Onesmus Oyesigye reported that 82% of candidates successfully completed their programs, with notable female candidates outshining their male counterparts in National Diploma programs. A tracer study indicated that 82% of TVET graduates from 2016-2019 secured employment.
However, Oyesigye acknowledged challenges in Technical Diploma programs, particularly in complex subjects. “Addressing these challenges requires financial support for the TVET Policy 2019 and an expedited curriculum review for special needs trainees,” he explained, emphasizing the need for partnerships between training institutions and the workforce.
To enhance the quality of vocational education, he urged collaboration to strengthen training delivery in specific modules. “We must unite to provide high-quality vocational education,” Oyesigye concluded.
