http://41.89.164.27:8080/xmlui/handle/123456789/365 2026-06-09T04:45:13Z http://41.89.164.27:8080/xmlui/handle/123456789/2752 THE IMPACT OF THE 'SKILLING UGANDA’ PROGRAMME ON YOUTH EMPLOYMENT IN EASTERN UGANDA. KIPYEKO, KENNETH This study examined the impact of the ‘Skilling Uganda’ programme on youth employment in eastern Uganda. According to the 2021 National Labor Force Survey, youth unemployment stood at 16.5%, higher than 2020’s 13.3% and the national average of 9.2%. Youth unemployment has economic, social, and political consequences, prompting calls for empirical evaluation of interventions like the “Skilling Uganda” programme. Guided by Human Capital Theory and General Systems Theory, the study aimed to: (1) establish the employment status of programme graduates, (2) determine their employability, (3) identify employment-related challenges, and (4) explore institutional challenges in sustaining the programme. Using a mixed-methods design with a pragmatic paradigm, 208 respondents were sampled from a target of 500 through purposive, simple random, and stratified sampling. Data were collected via questionnaires and interviews, then analyzed using SPSS. Findings revealed that 14.4% of graduates were unemployed, and those employed among the respondents faced low or inconsistent earnings, indicating persistent underemployment. Significant skill gaps were noted in digital literacy (51.4%) and leadership (64.0%), with respondents attributing these skills to personal initiative rather than the training. Key employment challenges included low capital (76%), technological limitations (39.9%), lack of employability skills (27.9%), and weak social networks (27.9%). Institutional challenges included budget constraints, limited focus on employability skills in curricula, and weak industry linkages, particularly in securing partnerships with the private sector. The study concludes that while the programme has improved access to work, the quality and sustainability of employment remain limited by skill gaps, inadequate capital, weak industry linkages, and low technological proficiency. It recommends enhancing employability training, strengthening post-training support and financing, building stronger industry linkages, and expanding technological training. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2751 CEFFECT OF MODULAR SYLLABUS IMPLEMENTATION STRATEGIES ON PERFORMANCE OF TECHNICAL COURSES IN TECHNICAL VOCATIONAL EDUCATION TRAINING IN NAIROBI COUNTY, KENYA KIMEMIA, JOSEPH Quality education and training are essential for national progress, with Technical Education and Vocational Training institutions focusing on continuous improvement aligned with Sustainable Development Goals. However, rising unemployment and inadequate skills among Kenyan Technical Education and Vocational Training graduates, due to poor modular strategy implementation, threaten youth livelihoods. In this regard, the main objective of this study was to investigate the effect of modular syllabus implementation strategies on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya. The specific objectives of the study were to: Determine the effect of modular partnership strategy on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya; assess the effect of modular digitalization strategy on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya; and establish the effect of modular assessment strategy on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya. Based on Constructivist Theory, this study employed a descriptive survey method targeting 5,633 participants, including 5,204 engineering students, 418 engineering tutors, and 11 principals from 11 Technical Education and Vocational Training institutions in Nairobi County that implemented modular syllabi. The sample size included 359 individuals: 11 principals, 26 tutors, and 322 students. Principals were selected through purposive sampling, while stratified random sampling was used for tutors and students. The instruments’ reliability was confirmed through a pilot study, with Cronbach’s alpha coefficients of 0.817, 0.752 and 0.814 for modular partnership, digitalization and assessment strategy, respectively, indicating their reliability. The data was analyzed using SPSS version 28.0, where quantitative data underwent descriptive and inferential statistical analysis, and results were presented in tables. Qualitative data was analyzed for themes and sub-themes, and findings were illustrated with quotations. The study found significant positive effects of modular partnership (B1 = 0.403, p = 0.000), digitalization (B2 = 0.432, p = 0.000), and assessment strategies (B3 = 0.216, p = 0.000) on the performance of technical courses in Technical Education and Vocational Training. Moreover, modular digitalization strategy (t = 12.263) had the greatest impact on the performance of technical courses in Technical Education and Vocational Training, followed by modular partnership strategy (t = 11.915), and lastly modular assessment strategy (t = 6.794). The study concludes that modular partnership, digitalization and assessment strategies significantly affect the performance of technical courses in Technical Education and Vocational Training in Nairobi County, Kenya. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2747 THE RELATIONSHIP BETWEEN REMUNERATION AND WORKPLACE PERFORMANCE OF TVET GRADUATES IN UGANDA’S MINERAL WATER PRODUCTION INDUSTRY MWEBAZA, IVAN TVET graduates in Uganda’s mineral water industry are frequently subjected to low remuneration. They are often employed on casual or short-term contracts with minimal job security. This study aimed at investigating the relationship between remuneration and workplace performance of TVET graduates in Uganda’s mineral water production industry. The study objectives were; to assess the relationship between monetary remuneration and workplace performance of TVET graduates in Uganda’s mineral water production industry, to evaluate the relationship between non-monetary remuneration and workplace performance of TVET graduates in Uganda’s mineral water production industry and to establish the workplace performance of TVET graduates in Uganda’s mineral water production industry. A quantitative methodology and a descriptive research design were utilized. The investigation was guided by the Human Capital Theory in conjunction with Maslow's Hierarchy of Needs. It embraced a positivist research paradigm, concentrating on the gathering of empirical data to uncover causal relationships. The research focused on a demographic of 90 graduates from TVET currently employed in the mineral water production industry. A sample of 73 individuals was chosen for the research. The stratified sampling technique was employed, and quantitative information was gathered through closed-ended surveys. The data gathered was examined through SPSS software. The results indicated a robust positive link between financial incentives and immediate performance. Conversely, non-financial rewards were shown to significantly influence employee engagement and long- term job satisfaction, underscoring their crucial role in boosting workplace morale and loyalty. The research established that a notable correlation is present between both financial and non-financial incentives and the performance levels of employees within Uganda's mineral water production sector, especially among graduates of TVET. As a result, it was recommended that companies adopt an integrated reward system to improve both employee contentment and overall productivity. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2746 COMPETENCY-BASED TRAINING AND SKILLS ACQUISITION OF AUTOMOTIVE STUDENTS IN TECHNICAL TRAINING INSTITUTES IN THE EASTERN REGION OF UGANDA OKUNG, SAMSON This study examined competence-based training (CBT) and skill acquisition for automotive students in Technical Training Institutes in Eastern Uganda, aiming to determine the influence of availability of instructional resources, infrastructure relevance, human resource capacity, and financial adequacy on skill acquisition. A mixed-methods approach integrated quantitative and qualitative data from three hundred forty-one (341) participants, 288 students, 40 instructors, and 13 administrators, selected via stratified sampling. Data were collected using a combination of research instruments, including questionnaires, interviews, focus group discussions (FGDs), and document analysis. The collected data were analyzed using Minitab (version 2022) to generate both descriptive and inferential statistical results. Quantitative data was processed with descriptive and inferential statistics, while qualitative data underwent thematic analysis. Instrument validity and reliability were ensured through pilot testing and expert validation. Questionnaires showed instructional resources were moderately effective (mean 2.89, SD 1.28), with 75.7% of students using them weekly, but 80.9% face access issues; FGDs and interviews confirmed shortages (47% students, 80% instructors). Infrastructure was slightly adequate (mean 3.24 students, SD 1.24); with 90.6% finding it conducive per questionnaires, yet interviews revealed 80% of instructors noted outdated equipment (60%), supported by maintenance logs. Human resource capacity supported CBT, with 77.8% of students noting methodology alignment (mean 3.56, SD 1.10) via questionnaires, but interviews indicated 70% of instructors reported staffing shortages, verified by training records. Financial support is inadequate (mean 2.84, SD 1.32), with 87.5% affirming practical training impact per questionnaires, though 38.5% of administrators lacked funding mechanisms per interviews and budget reviews. Recommendations, institutes should prioritize the modernization and availability of instructional resources to reflect current industry standards, institutes need to invest in expanding and upgrading training facilities, recruit more qualified instructors and support staff to mitigate current staffing shortages and institutes must advocate for increased budget allocations and explore alternative funding sources 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2736 STRATEGIES FOR ENHANCING CONTINUOUS PROFESSIONAL DEVELOPMENT FOR TVET MASTER TRAINERS IN PUBLIC INSTRUCTOR TRAINING COLLEGES IN UGANDA SEMPALA, SABASTIAN 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. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2734 REVIEW OF QUALITY ASSURANCE PRACTICES ON EDUCATIONAL OUTCOMES IN PUBLIC TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGES IN UGANDA MUHWEZI, MUHWEZI Uganda’s public Technical and Vocational Education and Training colleges lack a fully coordinated Quality Assurance (QA) system, and results vary. The main objective of the study was to review the QA practices on educational outcomes in public TVET colleges in Uganda. The study was guided by the Institutional and Human Capital theories because of their importance in education and training inputs, processes and outputs. The study adopted a pragmatic approach and employed a mixed methodology and design, to collect data from five engineering technology-based TVET colleges, and ten companies. 378 respondents completed the questionnaires, and 120 participated in interviews and focus group discussions. Purposive, rotary and systematic sampling techniques were used to select participants. Quantitative and qualitative data was analysed using SPSS version 25, and NVIVO software for thematic analysis respectively. Validity, reliability, and research ethical considerations were adhered to. The findings revealed that management practices, instructional and teaching practices, and industry involvement associate with better educational outcomes. Trainees’ learning experiences were mixed across respondent groups. Regression models explained about 63–67% of the variation in educational outcomes. The study concludes that effective leadership, instruction and teaching quality, and college industry links is associated with better completion, skills and assessment performance in these colleges. The study recommends, enhanced collaborative and participatory engagements with college stakeholders; strong partnerships that involve industry in all aspects of instruction and learning; establishing effective quality assurance mechanisms and frameworks at colleges; and a complete national QA framework in the Ugandan TVET system. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2719 INFLUENCE OF INSTRUCTOR COMPETENCES ON EFFECTIVE ONLINE TEACHING IN TVET INSTITUTIONS IN UGANDA AATA, MOHAMMED Globally, there are opportunities and challenges in the workplace because of the growth of digital technologies. New job responsibilities and organizational structures create new demands on corporate human resource procedures, which influence talent management and staff development procedures across all organizations. Instructors encounter numerous obstacles in staying current with emerging digital innovations and in enhancing their abilities to implement technology-supported teaching. The main objective of the study was to evaluate the influence of instructor competences on effective online teaching in TVET institutions in Uganda. Specifically, this study focused on four competences, that is, classroom management, pedagogical, assessment and evaluation, and online digital gadgets competence. To achieve a comprehensive understanding of the research phenomenon, a mixed-methods approach was employed. The Taro Yamane formula was used to determine sample sizes: 184 instructors from a population of 339, 406 trainees from 4,145, and 36 administrators from 38. Stratified sampling using probability proportional to size was applied, followed by simple random sampling within each stratum. To ensure regional representation, three institutions were selected from the Central region, two from the Eastern region, and one each from the Northern and Western regions. The quantitative data was analyzed with the aid of Stata version 18 using Chi-squares, ANOVA, correlations, and the structural equation model. The qualitative data was analyzed thematically with the aid of NVivo version 14. Online digital gadgets utilization competence was strongly positively correlated to online teaching effectiveness (cor = 0.8113*), suggesting that higher competence in using digital tools greatly enhances effective online teaching in TVET institutions. Similarly, online teaching effectiveness showed strong positive correlations with classroom management (cor = 0.6917*), pedagogical competences (cor = 0.6581*), and online assessment and evaluation competence (cor = 0.7450*), highlighting that instructor competences collectively support online teaching effectiveness. From the SEM results, a unit increase in online digital gadgets utilization competence leads to a 56% improvement in online teaching effectiveness (coefficient = 0.557, p < 0.001), highlighting the vital role of having tech-savvy instructors. Similarly, a unit increase in online assessment and evaluation competence results in an 18% improvement (p < 0.001), while pedagogical competences contribute a 12% improvement (p = 0.008), and classroom management competences yield a 12% improvement (p = 0.002) in online teaching effectiveness. These findings emphasize that all instructor competences significantly and positively influence online teaching effectiveness in TVET institutions, with online digital gadgets competence exerting the greatest effect. Based on these findings, it is strongly recommended that TVET institutions develop and implement targeted capacity-building programs to continuously train instructors in digital gadgets utilization, ensuring they acquire and maintain high levels of technological competence to effectively deliver and manage online teaching. For future research, a similar study needs to tackle the online learner’s required competences to strike a balance between instructor training and effective delivery. This study established a fourfold approach of creating innovations in the TVET institution which aim at structuring informal vocational education, guaranteeing TVET access and inclusion for vulnerable groups, youth employment (matching industry demands and skills), enforcing private-public partnerships, strengthening the digital and ecological transition of TVET, aligning local training with economic 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2677 EFFECTIVENESS OF OUTCOME – BASED MECHANICAL ENGINEERING TECHNICIAN TRAINING IN PUBLIC TECHNICAL VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN MOUNT KENYA REGION MAINGI, APOLLO MUOKI Outcome-Based Education (OBE) is increasingly recognized as a transformative approach in technical vocational education and training (TVET), ensuring alignment between education and workforce competencies. This study examined the effectiveness of OBE implementation in mechanical engineering technician courses within public TVET institutions in Kenya’s Mount Kenya region. The research focused on four key objectives: (1) assessing the effectiveness of training in achieving OBE learning objectives, (2) evaluating curriculum alignment with the OBE framework, (3) examining teaching methods that enhance OBE implementation, and (4) determining the impact of assessment methods on OBE effectiveness. Targeting TVET institutions with a population of principals, department heads, trainers, and mechanical engineering trainees, the study used a descriptive survey approach. Out of the 1,120 people in the population, 288 respondents were chosen using Krejcie and Morgan's (1970) sampling technique. Using proportionate simple random sampling, the sample consisted of 256 trainees, 4 principals, 4 department heads, and 24 trainers. Structured questionnaires and interviews were used to gather data, and SPSS Version 29 was used for both descriptive and inferential statistics analysis (Pearson Correlation). Important conclusions showed that OBE efficacy and a number of characteristics were strongly positively correlated: Trainers (r=0.856, p=0.000) and trainees (r=0.849, p=0.000) both concurred that learning objectives had a major impact on OBE success. Both trainers (r=0.907, p=0.000) and trainees (r=0.874, p=0.000) attested to the importance of curriculum alignment in implementing OBE successfully. Teaching strategies and OBE efficacy were shown to be strongly correlated (trainers: r=0.882, p=0.000; trainees: r=0.757, p=0.000). Methods of Assessment: According to trainers (r=0.896, p=0.000) and trainees (r=0.747, p=0.000), evaluation techniques had a major effect on OBE results. All things considered, the study showed that OBE in mechanical engineering training increased institutional success, generated competent graduates, and improved syllabus delivery (mean score: 3.61, SD: 0.887).The study recommends that TVET institutions should strengthen partnerships with the TVET Authority (TVETA) and the Technical and Vocational Education and Training Curriculum Development, Assessment and Certification Council (TVET - CDACC) to ensure effective OBE program delivery., academic boards should periodically review and adjust curricula to better support OBE frameworks, institutions should continue adopting a mix of formative and summative assessments to evaluate training effectiveness in meeting OBE goals. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2297 FACTORS AFFECTING IMPLEMENTATION OF ONLINE TEACHING AND LEARNING IN ENHANCING EDUCATION IN TECHNICAL AND VOCATIONAL COLLEGES IN KAKAMEGA COUNTY, KENYA AYUMA, SHARON This study investigated the factors affecting the implementation of online teaching and learning in technical and vocational colleges (TVCs) in Kakamega County, Kenya. As online education becomes increasingly important for delivering flexible learning opportunities, TVCs face unique challenges that hinder its successful implementation. Despite the growing global focus on online learning, there is a lack of region-specific research addressing these challenges within TVCs, particularly in Kakamega County. The study aimed to fill this gap by identifying and analyzing the key factors influencing the implementation of online teaching and learning in this context. Four objectives guided the study which included: To determine the trainer’s attitude in the implementation of online teaching and learning in TVCs in Kakamega County; to determine the Trainees’ attitude in the implementation of online teaching and learning in TVCs in Kakamega County; to find out the adequacy of the online teaching and learning resources to support the teaching and learning in TVCs in Kakamega County; and to establish the level of effectiveness of online teaching and learning in enhancing education in TVCs in Kakamega County. This study adopted the theory of diffusion of innovations. The study employed a mixed method research approach whereby the study targeted 4 Principals, 1 County Director of Education, 230 Trainers and 6610 Trainees from the Technical and Vocational Colleges in Kakamega County. Purposive sampling was used to select 4 Principals of Technical and Vocational Colleges and 1 County Director of Education while simple random sampling was employed to select 12 Trainers and 361Trainees from the 4 sampled TVCs. Quantitative data were obtained through the use of questionnaire, while qualitative data were gathered using interview schedule and document analysis guides. Quantitative data was analyzed using descriptive statistics and inferential statistics where descriptive statistics included frequencies and percentages while inferential statistics involved Pearson correlation analysis. On the other hand, qualitative data was analyzed using a conceptual content analysis. The trainers and trainees viewed online teaching and learning positively, citing its cost-effectiveness, convenience, and affordability. However, limited infrastructure and technical difficulties hinder its implementation. Most government TVCs in Kakamega county lacked adequate resources, leading to failure in implementation of online teaching and learning. Despite these challenges, online teaching and learning proved effective in improving education access. The managers of TVCs in Kakamega County should encourage positive attitudes towards online teaching and learning, ensure the availability of necessary resources including tablets, desktop computers, and internet connections, and ensure the correct utilization of available resources to improve the quality of online education in the TVCs. This will help in the adoption and implementation of online education in the county 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2279 EFFECTIVE UTILIZATION OF WORKSHOP FACILITIES FOR SKILLS ACQUISITION IN PUBLIC TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN NAIROBI COUNTY, KENYA TUTI, MUSUU DANIEL One of the objectives of Technical and Vocational Education and Training (TVET) is to impart adequate and appropriate skills in their trainees, consistent with the emerging technologies at all levels of the economy. However, despite the government’s effort to equip TVET institutions with workshops the quality of training is still low with inadequate and some outdated facilities coupled with undue emphasis on theory and certification, which could be attributed to poor utilization of workshop facilities. The general objective of this study was to investigate the utilization of workshop facilities for skills acquisition in public TVET institutions in Kenya. The study was guided by the following three specific objectives; to determine the extent to which syllabus relevance, staff competency and equipment maintenance affected the effective utilization of workshop facilities for skills acquisition in public TVET Institutions in Kenya. To achieve the objectives a sample of 298 respondents was selected consisting of students, technicians and trainers from three TVET institutions within Nairobi County, Kenya. Stratified, purposeful and simple random sampling methods were applied in choosing the participants. The observation schedule and the respondents’ interview through questionnaires were the data collection instruments. The data was analyzed by use of Statistical Package of Social Scientists (SPSS) version 21. According to the findings, the three independent variables; relevance of workshop facilities to the syllabus, competency of staff and maintenance of the workshop facilities influenced the workshop facility utilization significantly. There was a positive and significant relationship between the relevance of the facility and equipment to its effective utilization level. Most of the trainers and technicians were not trained on newly acquired equipment. According to the respondents, repairs of the machines and facilities were not timely done. The challenge of few workshops was cited by most of the respondents followed by need to have repair of the machines and facilities being done on time. Through the observation checklist there was at least an idle machine in every institution mostly due to breakdown or awaiting full installation. Based on the logistic regression analysis, staff competency had the highest impact on increasing the workshop facilities utilization. It is recommended that the TVET institutions must have a standard procurement policy and procedure manuals which outlines purchasing procedure, maintenance and staff training. It is recommended that a similar study be done at different counties and institutions to ascertain the research and generalizability of the findings. 2024-01-01T00:00:00Z