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

Abstract

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SD 1.24); with 90.6% finding it conducive per questionnaires, yet interviews revealed 80% of instructors noted outdated equipment (60%), supported by maintenance logs.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