STRATEGIES FOR ENHANCING CONTINUOUS PROFESSIONAL DEVELOPMENT FOR TVET MASTER TRAINERS IN PUBLIC INSTRUCTOR TRAINING COLLEGES IN UGANDA

Abstract

ABSTRACT

Continuous Professional Development (CPD) is critical for improving the competence and effectiveness of Technical and Vocational Education and Training (TVET) Trainers of Trainers (ToTs) in Uganda. Yet, CPD implementation remains fragmented, inconsistent, and poorly institutionalized. This study examined strategies for

5

enhancing CPD for TVET Master Trainers in selected public instructor training colleges, namely the National Instructors’ College Abilonino (NICA), Nakawa Vocational Training College, and Jinja Vocational Training Institute. The study was guided by Experiential Learning Theory (ELT) developed by David Kolb (1984), which emphasizes learning through experience, reflection, conceptualization, and experimentation. It focused on three objectives: (1) to assess current CPD practices in instructor training institutions, (2) to examine strategies used in identifying the training needs of TVET trainers, and (3) to determine adoptable innovative CPD strategies that can improve the competences of Trainers of Trainers in Uganda. The study was guided by a convergent parallel mixed-methods research design within a descriptive framework. Quantitative data was collected from 172 respondents using a structure questionnaire, while qualitative data was obtained from key informant interviews, focus group discussions, and document reviews. Purposive and stratified random sampling techniques were used in selecting participants. SPSS version 27 was used to analyse quantitative data, while qualitative data was analysed thematically. The findings revealed that current CPD practices are inconsistently implemented, lack national coordination, and are weakly linked to industrial needs and trends. The results showed that current CPD practices explained 21.1% (R 2 =0.211) of the variation in trainers’ competences. Training needs identification strategies were mainly based on informal appraisals and consultations, explaining 23.0% (R2=0.230) of variance in competence. Innovative CPD strategies such as mentorship, peer learning, and digital- based training showed stronger predictive power, explaining 30.3% (R² = 0.303) of the variance in competence. However, institutional challenges such as limited digital infrastructure, weak management support, and inadequate funding constrained their effectiveness. The study concludes that the absence of a coherent national CPD framework and the weak alignment between training, industry, and institutional systems undermine the professional competence of TVET Master Trainers. It recommends the establishment of a National CPD Framework under the Ministry of Education and Sports, investment in digital and mobile learning infrastructure, creation of a pedagogical laboratory at NICA, integration of structured mentorship and student feedback systems, and adoption of rigorous monitoring and evaluation mechanisms. Strengthening CPD through structured, innovative, and context-driven strategies informed by experiential learning can significantly enhance the competence, motivation, and performance of TVET Master Trainers, thereby improving the overall quality and sustainability of Uganda’s TVET sector.