School of Education

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

Thu, 01 Jan 2026 00:00:00 GMT

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

Thu, 01 Jan 2026 00:00:00 GMT

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

Sat, 01 Aug 2026 00:00:00 GMT

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

Influence of Low Category Contractors on the Functional Quality of Public Building Projects in Kisumu and Vihiga Counties

Thu, 01 Jan 2026 00:00:00 GMT

Influence of Low Category Contractors on the Functional Quality of Public Building Projects in Kisumu and Vihiga Counties Owino, Calvine; Kerre, Bonaventure; Mukoche, Chrispinus The quality of public building projects remains a critical concern in developing countries due to its implications for public safety, service delivery, infrastructure sustainability, and value for money. In Kenya, low-category contractors undertake a substantial proportion of county-level public construction projects; however, concerns persist regarding their capacity to consistently deliver functionally sound buildings. This study examined the influence of low-category contractors on the functional quality of public building projects in Kisumu and Vihiga Counties, Kenya. The study was anchored on the constructivist philosophical paradigm and employed a mixed methods research design to integrate quantitative and qualitative evidence. The target population comprised 51 completed public building projects implemented by low-category contractors during the 2021/2022 financial year. Data were collected through questionnaires, interviews, observation checklists, and document analysis, and analyzed using descriptive statistics and thematic analysis. The findings revealed that low-category contractors significantly influence the functional quality of public building projects through deficiencies in communication and interpretation of construction drawings, limited technical competence and workmanship, use of low- quality materials, inadequate supervision and quality control, non-compliance with regulatory and safety requirements, and financial and time-related operational constraints. The study also established that capacity-related limitations among low-category contractors undermine the ability of public buildings to achieve intended functional performance and long- term serviceability. The study concludes that contractor capacity is a critical determinant of functional quality outcomes in public building projects. Strengthening contractor training, enforcing capacity-based procurement practices, enhancing quality control mechanisms, improving regulatory compliance, and providing structured financial support are essential for improving functional performance in public construction.

TVET Institutions and Industry Partnerships: Academic Staff’s Perceptions of their Perceived Effect on Graduates’ Employability Skills

Mon, 01 Jun 2026 00:00:00 GMT

TVET Institutions and Industry Partnerships: Academic Staff’s Perceptions of their Perceived Effect on Graduates’ Employability Skills Bagumisiriza, Robert; Simiyu, John; Wanyeki, Paul Graduate’s employability skills remain a vital aspect in the Technical Vocation Education and Training based on the employers’ requirements across industries. This study aimed at establishing the perceptions of the TVET academic staff to examine how TVET-industry influence the employability skills of graduates. Particularly, this study focuses on the views of academic staff about how TVET-industry collaboration in curriculum development, sharing of training resources, industry participation in practical training and trainer professional development opportunities influence the TVET graduates’ employability skills as the study’s key constructs. The study conducted in 2024 utilized a cross sectional study design using a structured questionnaire with 5-point Linkert scale items that was administered to a sample of 217 academic staff who indicated the extent to which they agree with the statements corresponding to each construct. The sample wascorrelation, and Structural Equation Model (SEM) using the STATA 17.0 ((Stata-Corp College Station, TX, USA) software to study the relationship among the study variables. The results grounded in the perceptions of the academic staff showed significant relationships curriculum development, sharing training resources, industry engagement in practical training, professional development and employability skills of the graduates. Additionally, the findings revealed perceived direct perceived effects from practical training on sharing of training resources, professional development opportunities for trainers, and employability. More so, the findings showed that sharing training resources and training opportunities are perceived to have direct perceived effects on graduates’ employability. This paper emphasizes, from the perspective of academic staff at TVET institutions, the necessity of reinforcing collaborative relationships between TVET institutions and industry partners recommending joint curriculum design and review committees, industry-based internship, promotion of continuous professional development and sharing resources. While relying on the academic staff’s perceptions, this paper provides a great contribution towards the knowledge pool of TVET-industry partnership determinants of the employability skills of TVET graduates. selected using purposive sampling technique. The perception-based data was coded and analyzed using correlation, and Structural Equation Model (SEM) using the STATA 17.0 ((Stata-Corp College Station, TX, USA) software to study the relationship among the study variables. The results grounded in the perceptions of the academic staff showed significant relationships curriculum development, sharing training resources, industry engagement in practical training, professional development and employability skills of the graduates. Additionally, the findings revealed perceived direct perceived effects from practical training on sharing of training resources, professional development opportunities for trainers, and employability. More so, the findings showed that sharing training resources and training opportunities are perceived to have direct perceived effects on graduates’ employability. This paper emphasizes, from the perspective of academic staff at TVET institutions, the necessity of reinforcing collaborative relationships between TVET institutions and industry partners recommending joint curriculum design and review committees, industry-based internship, promotion of continuous professional development and sharing resources. While relying on the academic staff’s perceptions, this paper provides a great contribution towards the knowledge pool of TVET-industry partnership determinants of the employability skills of TVET graduates.

Proposed Framework for Effective Collaboration between TVET Institutions and Industry for Enhancing Employability Skills: Evidence from Selected Institutions in Uganda

Sun, 01 Mar 2026 00:00:00 GMT

Proposed Framework for Effective Collaboration between TVET Institutions and Industry for Enhancing Employability Skills: Evidence from Selected Institutions in Uganda Bagumisiriza, Robert; Simiyu, John; Wanyeki, Paul Effective collaborations between TVET institutions and industry play a significant role in the acquisition of technical and soft skills by the learners and in sharing knowledge. This study focused on proposing a framework towards effective collaboration between TVET institutions and the industry to enhance the employability skills of the graduates. The study utilised qualitative responses from 217 trainers, including heads of academic departments, 11 principals of TVET institutions, and 18 industry experts, including operational managers, human resources, and staff. The qualitative data was analysed using thematic analysis supported by Dedoose software. The framework was developed using the Context Input Process Product (CIPP) model. The participants identified key collaborating areas, including: curriculum development, industrial training, training of staff, and sharing training resources. More so, the participants identified facilitating activities that supplement the core mechanisms identified, including seminars, workshops, and cocurricular activities. Nonetheless, the results established that this partnership experiences barriers such as poor communication, varying policies, values, cultures, resource gaps, financial constraints, and limited skills of some trainers. The framework emphasises clear stakeholder involvement, clear collaboration mechanisms and strategies, collaborative resource mobilisation, streamlined communication, reporting and feedback channels, and monitoring and evaluation of collaboration for effectiveness. This framework is a useful resource towards building strong and meaningful partnerships between the TVET institutions and the industry, which facilitates practical training to improve the skills of the trainees, thus meeting the skills requirements of the job market.

Effects Of Integrating ICT in Teaching Electrochemistry Concepts on Student’s Attitude and Mastery of Content

Wed, 01 Oct 2025 00:00:00 GMT

Effects Of Integrating ICT in Teaching Electrochemistry Concepts on Student’s Attitude and Mastery of Content Obuya, Jabes; Waswa, Peter; Mubichakani, Joseph The purpose of this study was to investigate effects of integrating Information and Communication Technology (ICT) in teaching concepts on student’s attitude and mastery of content. The contention of this article is that poor performance in high school chemistry leads to limited understanding of essential scientific principles, hampering students' readiness for advanced STEM courses, reducing future career opportunities in science-related fields, and contributing to overall low academic achievement in sciences. Electrochemistry as a topic is regarded as one of the most difficult chemistry topics in which both pre-service teachers and students had learning difficulties. The abstract nature of chemistry that makes it highly amenable to ICT integration. The difficult concepts can be animated and made to appear simple. The study found that integrating ICT in teaching significantly improved students' mastery of electrochemistry concepts and improved student’s attitude. This approach enhanced understanding and engagement, aligning with research emphasizing hands-on, interactive learning with technology. In conclusion the ministry of education through curriculum developers should enhancing ICT integration in science education by providing professional training to teachers and ensuring adequate ICT infrastructure for integrating ICT into curriculum.

Teacher Digital Skills and Teaching of Mathematics Subject in Lower Primary

Sun, 01 Feb 2026 00:00:00 GMT

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

Mon, 03 Aug 2026 00:00:00 GMT

TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda Bagumisiriza, Robert; 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), have significant positive effects on the employability skills of the TVET graduates. These results implied that employability skills of graduates rely heavily on the nature of curriculum studied, transfer of practical skills by industry experts to the learners through industrial training, availability of training resources that facilitate learning as swell as level of knowledge possessed by the trainers. The findings suggested establishment of joint curriculum design and review committees, the promotion of continuous professional development and research activities, and the creation of dedicated liaison offices. This research provided a great contribution towards the knowledge pool of key determinants of the employability skills of TVET graduates as well as establishing the need to formalize, strengthen and coordinate collaborations between the TVET institutions and the industry.

EFFECT OF USING PHOTOMICROGRAPHS AND REAL SPECIMENS ON BIOLOGY PERFORMANCE IN SECONDARY SCHOOL IN NANDI SOUTH SUB–COUNTY, KENYA

Thu, 01 Jan 2026 00:00:00 GMT

EFFECT OF USING PHOTOMICROGRAPHS AND REAL SPECIMENS ON BIOLOGY PERFORMANCE IN SECONDARY SCHOOL IN NANDI SOUTH SUB–COUNTY, KENYA JERONO, CAROLINE The study focused on examining the effect of teaching secondary school biology using photomicrographs and real specimens on Biology performance in secondary schools in Kenya. Constructivism Learning Theory and Cognitive Discovery Theory were the two theories that the study used. This was predicated on the assumption that students actively create meaning from experience, which enabled them to find new concepts to supplement prior knowledge The statement of the problem is that Biology one of the three sciences being taught in secondary schools in Kenya, has been performing poorly as shown by the Kenya National Examination Council KNEC, (2022) report. Despite a lot of interventions by the Ministry of Education to improve on Biology academic performance, the objective has never been achieved. The objectives of the study were as follows; to examine the effect of teaching Biology using photomicrographs and real specimen on students’ academic performance. Secondly was to evaluate the influence of students’ attitude towards the use of photomicrographs and real specimens on their Biology academic performance, and finally to evaluate how the use of science process skills of the experiment during handling of real specimens and photomicrographs affects Biology academic performance. The Quasi –experimental design was used in the study where a pre-test Standardized Biology evaluation test (SBET) was administered to all the study participants. Then a treatment offered and later a post-test Standardized Biology evaluation test (SBET) to both photomicrograph and real specimens groups corresponding to treatment given. The target population was 2980, where 298 form one Biology student and 18 teachers were used as the respondents. The population of interest were identified using stratified sampling and simple random sampling techniques. Standardized Biology Evaluation Test SBET, a questionnaire for teachers TQ and for students SQ and checklist instruments were used as data collection instruments to generate data. The researchers’ supervisors validated the instruments during piloting. The reliability coefficient of r=0.83 was obtained. The internal consistency of instruments was estimated by use of test-retest technique. For establishment of consistency of the questionnaire, Cronbach’s Alpha coefficient that estimates the reliability of the instrument was used which gave Cronbach’s coefficient alpha of 0.89 for students and 0.84 for teachers. The researcher then carried out the data analysis from the collected data using descriptive statistics that is use of frequencies mean standard deviation and percentages. Also, inferential statistics (t- test) were used being guided by SPSS and excel. The study found out that the students in the experimental group performed better than those in the control group, the students’ attitude were positive on the use of real specimen teaching approach and that also the students had minimal mastery of the science process skills. The study recommended that the Teachers Service Commission (TSC) provide the use of real specimens teaching approach in secondary schools in order to improve performance in KCSE Biology Examinations, the Ministry of education (MOE) to provide guidelines on teacher training institutions on provision of adequate training to aid science teachers have transferable science process skills in teaching and learning and finally the Kenya Institute of curriculum Development (KICD) to take corrective measures in provision of adequate resources to meet the demands required for the education of teachers. This would in turn enable the teachers to use their skills in teaching and evaluating learners leading to improved performance in Biology in secondary schools in Kenya.