School of Education

THE IMPACT OF THE 'SKILLING UGANDA’ PROGRAMME ON YOUTH EMPLOYMENT IN EASTERN UGANDA.

Wed, 01 Jan 2025 00:00:00 GMT

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.

CEFFECT OF MODULAR SYLLABUS IMPLEMENTATION STRATEGIES ON PERFORMANCE OF TECHNICAL COURSES IN TECHNICAL VOCATIONAL EDUCATION TRAINING IN NAIROBI COUNTY, KENYA

Wed, 01 Jan 2025 00:00:00 GMT

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.

THE RELATIONSHIP BETWEEN REMUNERATION AND WORKPLACE PERFORMANCE OF TVET GRADUATES IN UGANDA’S MINERAL WATER PRODUCTION INDUSTRY

Wed, 01 Jan 2025 00:00:00 GMT

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.

COMPETENCY-BASED TRAINING AND SKILLS ACQUISITION OF AUTOMOTIVE STUDENTS IN TECHNICAL TRAINING INSTITUTES IN THE EASTERN REGION OF UGANDA

Wed, 01 Jan 2025 00:00:00 GMT

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

EVALUATING THE IMPLEMENTATION OF THE EARLY GRADE READING PROGRAMME ON LEARNERS’ ACQUISITION OF READING SKILLS IN PUBLIC PRIMARY SCHOOLS IN BUNGOMA NORTH SUB-COUNTY, KENYA

Wed, 01 Jan 2025 00:00:00 GMT

EVALUATING THE IMPLEMENTATION OF THE EARLY GRADE READING PROGRAMME ON LEARNERS’ ACQUISITION OF READING SKILLS IN PUBLIC PRIMARY SCHOOLS IN BUNGOMA NORTH SUB-COUNTY, KENYA WANYAMA, FLORENCE English is one of the official languages of communication in Kenya. It is also one of the compulsory and examinable subjects in the Kenyan primary and secondary school Competency Based Education. In the Competency Based Education curriculum, learners are expected to be taught reading skills through the Early Grade Reading programme in the Early Childhood Development level. Studies have shown that the performance of learners in reading skills in ECD level is low. Therefore, the purpose of this study was to evaluate the implementation of the Early Grade Reading programme on learners’ acquisition of reading skills in English subject. The specific objectives of the study are; to establish the effect of teacher training on learners’ acquisition of reading skills, to determine the effect of teacher instructional guidelines on learners’ acquisition of reading skills, to examine the effect of supplementary instructional materials on learners’ acquisition of reading skills and to assess the effect of monitoring systems on learners’ acquisition of reading skills in public primary schools in Bungoma North Sub County. The study was guided by the Sociocultural Theory of Cognitive Development advanced by Vygotsky (1978). A descriptive research design involving both qualitative and quantitative approaches was the research design for the study. The study was conducted in 108 public primary schools in Bungoma North Sub County. A descriptive survey research design was used in this study. The target population involved 108 head teachers, Grade 1 – 3 learners from 108 schools, and 346 lower primary school teachers from which a sample size of 32 head teachers, 12 schools (Grade 1 – 3) and 104 teachers were selected through stratified and simple random sampling methods. Questionnaire, interview schedule and Early Grade Reading Assessment [EGRA] reading task were used as instruments of data collection. Validity and reliability of the instruments were checked prior to administering the instruments in the field. Quantitative data analysis involved use of descriptive and inferential statistics. Qualitative data was analysed using thematic content analysis method. The study found out that there existed significant positive effect of; teacher training (r=0.314, p<0.05), instructional guidelines (r=0.331, p<0.05), provision of supplementary resources (r=0.251, p<0.05) and monitoring system (r=0.221, p<0.05) of the Early Grade Reading programme and learners’ acquisition of reading skills in public primary schools in Bungoma North Sub County, Kenya. The study found out that the correlation values were positive implying a positive influence of the Early Grade Reading programme on learners’ acquisition of reading skills in schools. The study concluded that the implementation of the Early Grade Reading programme had resulted to substantial increase in learners’ reading competencies in lower primary schools in Bungoma North Sub County. The study recommends that teachers need to be regularly trained in early grade reading teacher development programmes, there is need for schools to set up infrastructure to support Information and Communication Technology use, there is need for the curriculum developers to provide Early Grade Reading materials in soft form and regular monitoring and assessment by curriculum support officers needs to be done in public primary schools in Bungoma North Sub County.

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

Wed, 01 Jan 2025 00:00:00 GMT

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.

REVIEW OF QUALITY ASSURANCE PRACTICES ON EDUCATIONAL OUTCOMES IN PUBLIC TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGES IN UGANDA

Wed, 01 Jan 2025 00:00:00 GMT

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.

INFLUENCE OF VIRTUAL LABORATORIES ON SECONDARY SCHOOL STUDENT PERFORMANCE IN BIOLOGY SUBJECT IN LIKUYANI, KAKAMEGA COUNTY KENYA

Wed, 01 Jan 2025 00:00:00 GMT

INFLUENCE OF VIRTUAL LABORATORIES ON SECONDARY SCHOOL STUDENT PERFORMANCE IN BIOLOGY SUBJECT IN LIKUYANI, KAKAMEGA COUNTY KENYA KACHI, JACOB W. Biology plays a critical role in national development; however, students in Kakamega County have consistently underperformed in the subject. Between 2019 and 2023, the average KCSE Biology mean score was 2.85, highlighting persistent challenges in content delivery and conceptual understanding. This study investigated the influence of Virtual Laboratory-Based Instruction (VLBI) on students’ academic performance and conceptual grasp of Biology. VLBI leverages digital simulations to replicate laboratory experiments, making abstract biological concepts more accessible and engaging. The study was guided by three objectives: (1) to assess the availability of virtual laboratories; (2) to evaluate the effect of VLBI on students’ understanding and performance in Genetics, Cell Structure, and Ecology, and (3) to identify challenges in implementing VLBI. A quasi-experimental design was employed, involving 339 Form Four students (271 in the experimental group and 68 in the control group) and 46 Biology teachers. Data were collected through Biology Performance Tests, questionnaires, and interviews, and analyzed using both inferential and thematic methods. Statistical analyses included ANOVA, z-tests, multiple regression, and Duncan’s post-hoc tests, while qualitative data were analyzed thematically. Instrument reliability was ensured through test-retest procedures and Cronbach’s alpha. Pre-test results indicated no significant difference (z = 1.21, p = 0.226) in performance between the experimental and control groups. However, post-test analysis showed a statistically significant improvement in the experimental group (M = 66.37, SD = 8.68) compared to the control group (M = 49.93, SD = 7.31), with z = 15.94, p < 0.001. The study concludes that VLBI significantly enhances students’ academic performance and conceptual understanding in Biology. The findings underscore the need for teacher professional development in digital pedagogy, integration of virtual laboratories into the Biology curriculum, and investment in ICT infrastructure to support technology-enhanced learning. These insights are valuable for curriculum developers, teacher trainers, and policymakers aiming to improve science education outcomes.

STAKEHOLDERS’ PERCEPTIONS OF CHRISTIAN RELIGIOUS EDUCATION AS A MEANS OF FOSTERING MORAL VALUES IN SECONDARY SCHOOLS: A CASE OF SOY SUB-COUNTY, KENYA.

Wed, 01 Jan 2025 00:00:00 GMT

STAKEHOLDERS’ PERCEPTIONS OF CHRISTIAN RELIGIOUS EDUCATION AS A MEANS OF FOSTERING MORAL VALUES IN SECONDARY SCHOOLS: A CASE OF SOY SUB-COUNTY, KENYA. JELIMO, RAEL Christian Religious Education (CRE) plays a vital role in Kenyan secondary schools, with its core objective being the development of students’ moral character. However, its effectiveness in addressing moral issues such as indiscipline, dishonesty, substance abuse, and teenage pregnancies remains a concern. In Uasin Gishu County, the continued decline in students’ moral values has raised questions about whether CRE is achieving its intended purpose. This study seeks to assess the perceptions of key stakeholders regarding CRE’s effectiveness in promoting moral values among secondary school students in Soy Sub-County, Uasin Gishu County. Specifically, the study aims to assess students’ perceptions, evaluate teachers’ perceptions, examine parents’ perceptions, and investigate the Board of Management’s perceptions of CRE’s effectiveness in promoting moral values. Anchored in Albert Bandura’s Social Learning Theory and Lawrence Kohlberg’s Theory of Moral Development, the study adopts a pragmatism research philosophy and an exploratory research design. The target population comprised 51 CRE teachers, 681 Form Four students and their parents, and 867 Board of Management members. Using Yamane’s sample size formula, a sample of 825 respondents was determined. Stratified and simple random sampling techniques were employed to ensure balanced representation. Data were collected using questionnaires and analyzed quantitatively with SPSS version 23 and qualitatively through thematic analysis. Findings revealed that stakeholders acknowledged CRE’s potential in shaping students’ moral character. Students, teachers, and parents affirmed its role in promoting honesty, integrity, respect, responsibility, and compassion. However, several challenges were identified, including students’ lack of seriousness toward the subject, overemphasis on examinations, negative societal influences, and limited parental involvement. To enhance CRE’s impact, the study recommends increasing lesson time through Boards of Management, offering regular in-service training for teachers on interactive pedagogy, and strengthening church-based mentorship programs. Parents Teachers Association forums should also reinforce value formation at home. The study further recommends longitudinal research to track moral development over time and evaluate how the current CRE curriculum responds to emerging societal challenges such as digital ethics and environmental responsibility.

IMPLEMENTATION OF AGRICULTURE EDUCATION FOR JOB CREATION IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN WESTERN KENYA

Wed, 01 Jan 2025 00:00:00 GMT

IMPLEMENTATION OF AGRICULTURE EDUCATION FOR JOB CREATION IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN WESTERN KENYA OWUOR, BASIL This study investigated the extent of implementation of agriculture education to enhance job creation in Technical and Vocational Education and Training institutions in Western Kenya. This purpose of this study was to find out the suitability of the process of implementing agriculture education programs in TVET institutions with the aim of reducing joblessness. The study objectives were: to establish the competence of trainers involved, adequacy and efficiency of physical infrastructure and training equipment used, the extent to which trainers incorporates practical and trainee-centered pedagogical approaches and the curriculum support materials used in implementation of agriculture education for job creation in TVETs in Western Kenya. The study was guided by Functional curriculum theory by Kauffman that opines that, the purpose of education is to equip trainees with practical knowledge and skills to enable them fit and exploit their environment. Descriptive research design approach with a combination of mixed method was used for the study. Stratified and simple random techniques were used to sample 131 respondents for the study that included 9 principals, 42 trainers and 80 trainees selected from a population of 985 that encompassed 43 principals, 142 trainers and 800 trainees. An observation checklist, interview guide and questionnaires were employed for data collection. The study revealed that the trainers have not been adequately retooled to enhance their competence in agriculture training for job creation. They were also found to be using traditional pedagogical approaches as opposed to practical and trainee centered method. Similarly, the physical infrastructure of TVET institutions was found to be inadequate hence impeding successful implementation of agriculture education for job creation. Curriculum support materials were averagely available in the TVETs. This study concluded that agriculture education implementation for job creation in TVETs in Western Kenya is not achieved due to inadequate trainer retooling, inadequate infrastructure and poor pedagogical approaches used. The finding of this study can help mitigate areas of weaknesses that need improvement as well as those that need to be strengthened when implementing agriculture education. Ultimately, this research sought to contribute to enhancing sustainable development through the better alignment of education and training with the societal needs such as job creation.