http://41.89.164.27:8080/xmlui/handle/123456789/318 Tue, 09 Jun 2026 05:45:58 GMT 2026-06-09T05:45:58Z 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. Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2752 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. Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2751 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. Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2747 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 Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2746 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. Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2736 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. Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2734 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 Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2719 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2703 ERROR PROPAGATION APPROACH IN ASSESSMENT OF BOILER EMISSIONS UNCERTAINITIES FOR TEA FACTORIES IN KENYA Kamunge, Moses; Okemwa, Peter; Nangendo, Isaac Many tea factories in Kenya still heavily rely on fuelwood for energy, leading to the release of carbon dioxide (CO2) and other pollutants, impacting the environment, and contributing to climate change. This study focuses on understanding how errors in boiler emission measurement tools, specifically flow meters, flue gas analyzers, and temperature sensors, propagate and affect the accuracy of emissions data, potentially complicating regulatory efforts and environmental assessments. In a bid to address the aforementioned issue, measurement data of the boilers under study were collected over six distinct periods from selected tea factories in Kenya, which captured a wide range of operational conditions. With the application of novel standard error propagation techniques, the uncertainties associated with each instrument in the measurements were considered. Results in this research revealed that significant variations in gas emissions readings, primarily due to errors from the instruments and general environmental fluctuations, such as temperature and humidity This paper centered on emissions of carbon dioxide, nitrogen oxides sulphur oxides and particulate matter and further explicated the effect of error propagation, showing how minor variations in sensor accuracy resulted in substantial change in under or overestimation of emissions levels. Findings in this study underscore the need for constant protocols in calibrations and the application of real-time correction methods within the equipment of boiler emissions monitoring. The analysis in this research showed that the current measurement systems might not adequately support compliance with the environmental regulations, which thereby threatens human life. Finally, concludes that the establishment of more robust methods of calibration practices in Kenya tea factories, the adoption of advanced monitoring equipment and technologies, and the adoption of real-time processes in data analysis work well to improve and mitigate errors emanating from measurement instruments. These recommendations aim to improve measurement accuracy, resulting in sustainable environmental practices in Kenya's tea industry and, by extension, contributing to climate mitigation Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2703 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2702 FUZZY LOGIC OPTIMIZATION OF MOISTURE CONTENT IN BOILER WOOD FUEL OF A TEA PROCESSING FACTORY IN KENYA. Kamunge, Moses; Okemwa, Peter; Nangendo, Isaack This research investigates the use of fuzzy logic to optimize the moisture content of wood fuel used for boilers in Kenya's tea processing factories. Moisture levels are crucial as they influence combustion efficiency, energy production, and emissions levels. Integration of a fuzzy logic control system into the wood-fired boiler significantly reduced the moisture content from an initial 23% to a more optimal 18%, as determined by simulation outcomes. This 5% reduction in moisture content was accomplished through the dynamic adjustment of various boiler operating parameters, in this case, fuel feed rate, combustion airflow, and steam pressure, integrating a fuzzy logic algorithm that drew insights from both expert and real-time sensory data. The simulated operation of the fuzzy logic control system showed an enhancement in boiler efficiency of up to 81%, a decrease in emissions of up to 178g/kWh, and an overall improvement in system reliability, thereby demonstrating the efficacy of integrating fuzzy logic in wood-fired boiler for enhancing performance and addressing moisture-related challenges. Sat, 01 Mar 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2702 2025-03-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2693 Influence of Alignment of Interests on TVET–Industry Collaboration in Trans-Nzoia County, Kenya Chepkwony, Ezekiel; Wanami, Simon; Okari, Florence Collaboration between Technical and Vocational Education and Training (TVET) institutions and industryiscritical for aligning skills development with labor market needs. However, misalignment of interests betweenthesestakeholders undermines the ef ectiveness of partnerships, leading to skill gaps and reduced employability of graduates. Thisstudy sought to examine the influence of alignment of interests on TVET–industry collaboration in Trans-Nzoia County. Thestudy was anchored on Institutional Theory by Meyer and Rowan (1977). The study adopted a descriptive survey researchdesign. The target population comprised 33 TVET institutions, 5 principals, 333 trainers, and 28 industry representatives. Using stratified and proportionate sampling guided by Krejcie and Morgan’s formula, a sample of 178 respondentswasdrawn. Data were collected using structured questionnaires and interview schedules. Validity was ensured throughexpert review, while reliability was confirmed using Cronbach’s alpha coef icients above the acceptable thresholdof 0.70. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematicanalysis. The findings revealed that limited stakeholder consultations, dif ering operational priorities, and inadequatefeedback mechanisms significantly hindered collaboration. The study concluded that sustained engagement, joint planning, and transparent communication are essential for harmonizing interests. Recommendations include establishingjoint curriculum review committees, developing formal collaboration frameworks, conducting regular stakeholder forums, andenhancing information-sharing systems. These measures, if implemented, can strengthen TVET–industry linkages andimprove graduate readiness for the job market. Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2693 2025-01-01T00:00:00Z