Department of Curriculum and Instruction

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

Thu, 01 Jan 2026 00:00:00 GMT

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

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

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.

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.

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.

EFFECTS OF ICT INTEGRATION ON STUDENT ENGAGEMENT AND LEARNING IN HISTORY AND GOVERNMENT IN SECONDARY SCHOOLS IN AINABKOI SUB-COUNTY, UASIN GISHU COUNTY, KENYA

Wed, 01 Jan 2025 00:00:00 GMT

EFFECTS OF ICT INTEGRATION ON STUDENT ENGAGEMENT AND LEARNING IN HISTORY AND GOVERNMENT IN SECONDARY SCHOOLS IN AINABKOI SUB-COUNTY, UASIN GISHU COUNTY, KENYA BOINETT, AARON This research sought to investigate integrating information and communication technology (ICT) in history and government instruction in selected secondary schools in Ainabkoi sub-county, Uasin Gishu County, Kenya. The study aimed at assessing the level of adoption of ICT by secondary school teachers, examining factors that hinder effective integration of ICT in instruction, and interrogating strategies used by teachers to improve the usage of ICT in the teaching of history and government. Theoretically, it employed the Technology Acceptance Model (TAM). A mixed- method research approach that aimed at collecting both qualitative and quantitative data in understanding the phenomenon appropriately was used. The study targeted principals, teachers and history and government students in the selected schools. The sample size was 9 principals, 9 teachers and 180 students. The validity of the instruments was ascertained by the research supervisors. The pilot study was undertaken in three schools in Kesses sub county, Uasin Gishu County. By use of A Cronbach’s alpha reliability of 0.7 coefficient was obtained from pilot test, which meant that the questionnaire was acceptable for the study. Stratified random sampling was used to select schools, purposive sampling technique to sample a representative sample of teachers, principals, and simple sampling technique to sample history and government students. This study employed questionnaires and interview as tools for data collection. The pilot test results indicated viable and reliable instruments for the study. Data analysis was done using Statistical Package for the Social Sciences version 29 (SPSS) for quantitative data and thematic analysis for qualitative data. The study revealed that ICT integration in teaching History and Government in public secondary schools in Ainabkoi Sub-County is minimal and irregular. Most teachers occasionally use basic tools like projectors and computers, while more interactive technologies such as tablets and mobile apps are rarely utilized. Key barriers identified include lack of formal training, poor infrastructure, limited technical support and time constraints. Although some teachers made individual efforts such as collaborating with peers and self-learning through online platforms, these efforts were not reinforced by structured institutional support. The study concludes that without targeted professional development and systemic support, ICT integration in learning of History and Government will remain limited. It recommends that the Ministry of Education, together with school administrators and teacher training institutions, invest in continuous, subject-specific ICT integration training programs. These findings are significant for informing educational theory, policy and practice to enhance student engagement and experiences, improve learning outcomes and prepare learners for a technology-driven world.

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

Sun, 01 Mar 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 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),