Journal Articles

Effect of attitudinal and professional transformation during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda

2026-09-14T06:15:36Z

Effect of attitudinal and professional transformation during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda Kyagambiddwa, James; Okemwa, Peter; Nangendo, Isaac Attitudinal and professional transformation, including work ethic, professional identity, career goal clarity, self-confidence, responsibility, accountability, respect for authority, and employment transition readiness, represents a critical but under-researched outcome of industrial attachment in TVET. This study examined the effect of attitudinal and professional transformation during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda. A convergent parallel mixed-methods design was employed, collecting quantitative data from 375 graduates and qualitative data from 10 key informants. Thefindings revealed that industrial attachment significantly improved work ethic, professional identity, career goal clarity, self-confidence, responsibility, accountability, respect for authority, and employment transition readiness. Responsibility and accountability showed the highest consistency, while employment transition readiness showed the strongest agreement. Correlation analysis revealed a strong positive relationship between attitudinal transformation and holistic graduate outcomes (r=0.715, p<0.001), with regression analysis showing that attitudinal transformation explains 51.1% of the variance in holistic graduate outcomes (R²=0.511), the highest explanatory power among all predictors. Qualitative findings confirmed that work ethic improves through exposure to real workplace expectations, professional identity develops as trainees adopt professional titles, and employment transition readiness makes trainees eager to seek work immediately after attachment. The study concludes that industrial attachment is a powerful mechanism for attitudinal and professional transformation. It recommends establishing professional identity development programmes, implementing a national Career Pathway Framework, and developing individual accountability assessment standards.

Effect of employable skills acquisition during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda

2026-09-11T12:40:58Z

Effect of employable skills acquisition during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan, Uganda Kyagambiddwa, James; Okemwa, Peter; Nangendo, Isaac ndustrial attachment serves as a critical bridge between theoretical training and workplace readiness in Technical and Vocational Education and Training (TVET). Yet, in Uganda, the effectiveness of industrial attachment in producing employable graduates is undermined by poor coordination, weak supervision, and persistent misalignment with labour market demands. This study examined the effect of employable skills acquisition during industrial attachment on holistic TVET certificate graduates in Kampala Metropolitan. A convergent parallel mixed-methods design was employed, collecting quantitative data from 375 graduates using structured questionnaires and qualitative data from 10 key informants (principals and industrial partners) through interviews. The findings reveal that industrial attachment provides hands-on experience with industry-standard equipment, opportunities to practice technical skills, acquisition of new job-specific techniques not taught at institutions, practical knowledge of industry safety procedures, and strong job-seeking confidence, with industry supervisors entrusting trainees with increasingly complex tasks. Correlation analysis revealed a moderate positive relationship between employable skills acquisition and holistic graduate outcomes (r=0.606, p<0.001), with regression analysis showing that employable skills acquisition explains 36.7% of the variance in holistic graduate outcomes (R²=0.367). Qualitative findings confirmed that attachment provides access to equipment not available at institutions, enables skill reinforcement through repeated practice, teaches quality standards through exposure to models such as Japanese 5S, develops time management through profit-driven deadlines, and builds confidence with many trainees retained by host companies. The study concludes that industrial attachment is a powerful mechanism for developing technical competencies, but its effectiveness depends on attachment duration, supervision quality, and placement relevance. It recommends extending attachment duration beyond the current six weeks, establishing an employer recognition scheme for quality supervision, implementing a national safety certification scheme, and creating a new technique repository to inform curriculum updates

Alignment of institutional knowledge with industry requirements: Effects on holistic TVET certificate graduates in Kampala Metropolitan, Uganda

2026-09-11T12:26:21Z

Alignment of institutional knowledge with industry requirements: Effects on holistic TVET certificate graduates in Kampala Metropolitan, Uganda Kyagambiddwa, James; Okemwa, Peter; Nangendo, Isaac The alignment between institutional training and industry requirements is fundamental to producing employable Technical and Vocational Education and Training (TVET) graduates in Uganda. This study examined the effect of this alignment on holistic TVET certificate graduates in Kampala Metropolitan. A convergent parallel mixed-methods design was employed, collecting quantitative data from 375 graduates using structured questionnaires and qualitative data from 10 key informants (principals and industrial partners) through interviews. The findings reveal that theoretical knowledge and trainer competence enable rapid workplace adaptation (Mean=4.35), with industry supervisors affirming training relevance (Mean=4.25). However, curriculum coverage of latest technologies showed substantial variability (Mean=3.98, SD=0.966). A significant positive relationship was found between institutional-industry knowledge alignment and holistic graduate outcomes (r=0.598, p<0.001), with regression analysis showing that alignment explains 35.8% of the variance in holistic outcomes (R²=0.358). Qualitative findings confirmed that curricula are often outdated (10+ years since last review) and institutions use manual equipment while industry uses automated systems. The study concludes that while theoretical knowledge and trainer competence effectively enable workplace adaptation, systemic gaps in curriculum currency and equipment alignment limit full graduate preparedness.It recommends mandatory three-year curriculum review cycles, a centralized equipment modernization fund, formal Industry Advisory Committees for each trade programme, and a national Dual Training Framework.

Association Between the Structure of TVET Programs and the Likelihood of Employment Among TVET Graduates in Central Uganda

2026-09-10T12:34:30Z

Association Between the Structure of TVET Programs and the Likelihood of Employment Among TVET Graduates in Central Uganda Kaddu, Samuel; Wanami, Simon; Muthoka, Kyalo Technical and vocational education and training (TVET) is promoted as a pathway into employment, yet the connection between programme structure and actual job outcomes remains uneven. This study examined the association between selected structural features of TVET programmes and the likelihood of employment among graduates in central Uganda. A cross-sectional survey of 365 graduates from Nakawa Vocational Technical College, Lugogo Vocational Technical Institute and Ntinda Vocational Technical Institute (2019–2024) was conducted using a structured questionnaire. The structure of TVET training was measured by whether field jobs matched the training graduates received, the adequacy of job tasks available, where and how the first jobs and activities were obtained, whether they attended industrial training, the primary source of funding, the mode of training, whether full or partial, qualifications obtained, and the field of study. On the other hand, employment likelihood was measured by whether or not a TVET graduate was engaged in an active role that generated some level of income. Data were analysed with chi-square tests of association. The sample was predominantly young (peak age around 22, with most participants aged 18–30), male (68 %), single (80 %), and O-level leavers (64 %). Public institutions dominated, with Nakawa contributing the largest share (34 %). Employment was significantly associated with field–job match (χ^2=125.30, p<.001), adequacy of job tasks (χ^2=92.74, p<.001), pathway into work (χ^2=262.69, p<.001), funding source (χ^2=20.66, p=.001), field of study (χ^2=26.03, p=.001) and institution attended (χ^2=45.86, p<.001). Graduates whose training matched job requirements, who entered work through industrial training or personal networks, who studied high-demand trades (electrical installation, plumbing, hairdressing), and who attended stronger-performing institutions recorded markedly higher employment rates. Mode of training and type of qualification showed no significant link with employment (0.56 (2), p-value = .755; 2.86 (4), p-value = .581). Wages also varied by employment type: those in formal wage employment earned the highest mean income (approximately UGX 800,000), followed by the self-employed (below UGX 600,000), while casual workers and the unemployed reported substantially lower earnings. These results confirm a clear association between the structure of TVET programmes and the likelihood of employment among graduates. Programmes that align training content closely with labour-market

Teacher Digital Skills and Teaching of Mathematics Subject in Lower Primary

2026-09-04T12:02:19Z

Teacher Digital Skills and Teaching of Mathematics Subject in Lower Primary Karakacha, Lilian; Cheruiyot, Betty; Andiema, Nelly In the current digital age, teacher competency in the use of digital technology is essential. Therefore, this paper aimed to examine teachers’ digital skills and teaching and learning of mathematics activities in lower primary schools in Kanduyi Sub-County. The study adopted a mixed-methods approach, guided by a descriptive survey research design. The target population comprised 92 public primary school head teachers and 631 Grade 1–3 teachers. Using Yamane’s formula, a sample of 23 head teachers and 235 teachers was drawn through simple random sampling. Data collection tools included structured questionnaires and interviews. Qualitative data were analysed thematically in line with the study objectives and presented narratively, while quantitative data were processed using descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS Version 24). Data were analysed using frequencies, percentages, means, standard deviations, and correlation analysis. The study found that the level of teacher digital literacy skills on the Teaching of Mathematics in lower primary was at an average level (mean=3.29). Most teachers had higher capabilities to share information on mathematics activities through various digital platforms. However, research findings showed that most teachers in Kanduyi Sub-County lower primary school classes had lower literacy skills in using spreadsheets (for example, Ms Excel). The result revealed that the capacity of teachers to conduct digital classes was at a moderate level in most schools. Correlation statistics showed the existence of an average degree of correlation between teachers' digital literacy skills and mathematics learning activities in lower primary school. The paper recommends that there is a need for school management to consider sponsoring teachers to undergo continuous professional development training on digital literacy skills to enable them to acquire the necessary skills on how to operate and use the devices in classroom learning.

TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda

2026-05-26T13:21:06Z

TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda Robert, Bagumisiriza; Simiyu, John; Wanyeki, Paul The purpose of this study was to explore the influence of TVET-Industry collaboration in curriculum development, industry participation in practical training, sharing of training resources and training opportunities on employability skills of TVET graduates. This study considered more factors that influence graduate employability skills in addition to curriculum development as has been studied by many scholars. This study utilized cross sectional survey data collected from 217 trainers & heads of department. The data was analyzed using correlation, stepwise OLS multiple regression to study the relationships among the study variables using the Stata 17.0 (Stata-Corp College Station, TX, USA) software. The study findings showed that curriculum development (β=0.619, p<0.05), industry involvement in practical training (β=0.169, p<0.05), sharing of training resources (β=1.107, p<0.05), and training opportunities for trainers (β=0.446, p<0.05),

Effect of Preparation of Professional Records in Teaching Oral Skills in Public Primary Schools in Ainabkoi Sub-County

2026-05-25T13:01:03Z

Effect of Preparation of Professional Records in Teaching Oral Skills in Public Primary Schools in Ainabkoi Sub-County Karani, Gladys Gesare O.; Okar, Florence Mokeira; Chepkosgei, Seraphine Language is the art of expressing ideas through random signs and symbols, which serves as a communication tool. The majority of public elementary schools place less emphasis on teaching oral skills and more on teaching reading and writing because these two are examined in the Kenyan Education System. The purpose of this study was to determine the role of preparation in teaching oral skills in public primary schools in Ainabkoi Sub-County. The study used social development and interaction theory. The study adopted a descriptive research design and was done in selected primary schools in Ainabkoi sub-county. The target population of the study was 421 respondents from 99 primary schools in Ainabkoi Sub-County. The sample size of 205 respondents, 48 Head Teachers, and 157 Primary school teachers of English, Grades 4 to 6, was obtained using Yamane's formula. A pilot study was carried out in Moiben Sub-County to enable the validity and reliability of research instruments. Quantitative data were obtained and analyzed using descriptive statistics and inferential statistics. The study findings indicated there was a positive linear effect of the role of preparation of professional records in teaching oral skills (β1=.436, p=0.030). The study concluded that a well-prepared teacher who understands learning objectives, uses diverse methods, provides ample practice, and gives constructive feedback. The recommendations in the study emphasize the importance of investing in professional development programs for teachers in order to effectively teach oral skills. It is therefore necessary to invest in professional development to equip teachers with the necessary skills and knowledge to effectively teach oral skills.

Influence of Trainer Competences in the Implementation of Agricultural Education for Job Creation in Technical and Vocational Education and Training Institutions in Western Kenya

2026-03-17T09:04:58Z

Influence of Trainer Competences in the Implementation of Agricultural Education for Job Creation in Technical and Vocational Education and Training Institutions in Western Kenya Owuor, Oluoch Basil; Ooko, Ouma Peter; Natade, Lolelea Jacob The study aimed to examine the influence of the trainer’s competence in the implementation of agriculture education for job creation in accredited technical and vocational education and training institutions in Western Kenya. The implementation of agricultural programs in accredited TVET institutions in Western Kenya is critically hindered by inadequate trainer competencies, limiting effective curriculum delivery and compromising students’ practical skills and employability. A descriptive research design with mixed methods of data collection and Experiential Learning Theory by Kolb (1984) were employed for the study. The study was conducted in Western Kenya counties of Bungoma, Busia, Kakamega, Kisumu, Siaya and Vihiga. A total target population of 985 encompassing 43 principals, 142 trainers and 800 trainees, from which a sample of 131 consisting of 9 principals, 42 trainers and 80 trainees were used for the study. Questionnaire, interview schedule and observation schedule were used to collect data. Content, construct and face validity enhanced instruments validity through supervisors and colleagues. The pilot study was administered on 2 principals, 4 trainers and 4 trainees to ascertain the validity and reliability of the instruments. Descriptive data was analysed using frequencies, percentages, mean and standard deviation. One-Way ANOVA was employed to test the relationship between trainers' competencies in the implementation of agriculture education and job creation, accredited technical and vocational education and training institutions in Western Kenya. Qualitative data was transcribed, coded, themed and interpreted in relation to the research variable to triangulate the quantitative data. The study revealed that although trainers in accredited TVET institutions possess strong pedagogical preparation and academic qualifications, gaps in continuous professional development and structural barriers limit the effectiveness of agricultural education in fully realising its potential for job creation. The ANOVA results revealed a significant difference, F(6, 203) = 2.84, p = 0.011, which is less than the 0.05 level of significance, in the mean implementation scores of agriculture education for job creation across levels of trainer competence, with more competent trainers achieving higher implementation outcomes, thereby leading to the rejection of the null hypothesis. Trainer competences criticallyshape the success of agricultural programs in Western Kenya’s TVET institutions, directly influencing curriculum delivery, student skills, and employability. The findings of this study can enable the identification of areas of weakness that need improvement in the process of agriculture education implementation. Ultimately, this study also aimed at enhancing sustainable development through the better alignment of education and training with societal needs, such as job creation.

Challenges Of ICT Integration In Teaching History And Government In Public Secondary Schools, Ainabkoi Sub-County, Uasin Gishu County, Kenya

2026-03-05T10:01:38Z

Challenges Of ICT Integration In Teaching History And Government In Public Secondary Schools, Ainabkoi Sub-County, Uasin Gishu County, Kenya Boinett, Aaron Kipchumba; Kirui, Peter; Murunga, Jaluo Information and communication technology (ICT) era has made significant changes in our work and lives in general, affecting both the private and public sectors. In Ainabkoi sub county, Uasin Gishu County, the integration of ICT in teaching and learning faces a number of obstacles including inadequate facilities, insufficient training of teachers, and limited availability of digital resources. Despite various efforts by the Kenyan government and other stakeholders to promote ICT use in schools such as the Digital Literacy Programme (DLP), provision of computer labs, and teacher training initiatives there is still a gap in how ICT is practically applied in teaching subjects like History and Government. The study, therefore, sought to bridge this gap by studying the challenges of ICT Integration in Teaching History and Government in selected public secondary schools in Ainabkoi SubCounty, Uasin Gishu County, Kenya. A mixed-methods strategy was used in the study, combining quantitative and qualitative methods. The target population comprised 660 individuals, including 30 Principals, 30 History and Government teachers, and 600 Form Three students. Using a 30% sampling ratio, the study sampled 196 respondents drawn from 9 schools: 9 Principals, 9 teachers, and 180 students. Stratified random sampling ensured representation from National, Extra-County, County, and Sub-County schools. The instruments comprised of an interview schedule for principals, questionnaire for History and Government teachers and students to collect data on the challenges and coping strategies. Qualitative data was analyzed thematically while descriptive statistics was used to analyze quantitative data. The research highlighted several obstacles, including insufficient formal training, deficient infrastructure, limited technical assistance and time limitations. Educators indicated that their capacity to integrate ICT tools is constrained by insufficient time and training. Students similarly identified technical challenges and insufficient access to ICT resources as significant barriers to effective learning. The study concluded that several barriers exist. These include poor infrastructure, lack of technical support, limited access to ICT resources, and insufficient time allocated for teachers to plan and incorporate ICT in their lessons. It recommends that schools should employ full-time ICT support personnel and allocate dedicated time for ICT-integrated lesson planning to address technical and structural barriers to ICT use in History and Government. Future research was recommended on evaluation of ICT policy implementation in secondary schools and its influence on integration outcomes across school types.

Students’ Perceptions of the Effectiveness of Christian Religious Education in Promoting Moral Values in Secondary Schools in Soy Sub-County, Uasin Gishu County, Kenya

2026-03-05T09:45:22Z

Students’ Perceptions of the Effectiveness of Christian Religious Education in Promoting Moral Values in Secondary Schools in Soy Sub-County, Uasin Gishu County, Kenya Jelimo, Rael; Andambi, Ruth; Oseko, Agnes 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 sparked questions about whether CRE is achieving its intended purpose. This study explores students’ perceptions regarding CRE’s effectiveness in promoting moral values among secondary school students in Soy Sub-County, Uasin Gishu County. Anchored in Albert Bandura’s Social Learning Theory (1977), the study adopts a pragmatism research philosophy and an exploratory research design. The target population was 681 Form Four students Using Yamane’s (1967) sample size formula, a sample of 252 respondents was determined. Purposive and simple random sampling techniques were employed to ensure balanced representation. Data was collected using questionnaires and analyzed quantitatively with SPSS version 23 and qualitatively through thematic analysis. Findings showed that most students viewed CRE as effective in shaping moral behavior. Key values reinforced included honesty, responsibility and respect. Qualitative data indicated that students found CRE lessons relatable but criticized exam-focused teaching and weak linkage between moral instruction and real-life practice. Peer pressure and limited parental support also reduced its moral impact. The study concludes that CRE plays a significant role in shaping students’ moral values but its influence is hindered by weak implementation and social distractions. It recommends that the Ministry of Education and school administrators strengthen value-based pedagogy, integrate more interactive and practical teaching methods,and involve parents and faith-based organizations in reinforcing moral learning. These efforts would enhance the effectiveness of CRE in molding responsible and ethically grounded learners in Kenyan secondary schools.