THE EVALUATION OF THE IMPLEMENTATION OF REAL-LIFE PROJECT-BASED LEARNING FOR COMPETENCE DEVELOPMENT OF TVET TRAINEES IN UGANDA

Abstract

Real-life project-based learning is a practical approach to learning; a multifaceted method of training where trainees come up with real-world tangible products while working individually or in small collaborative groups. The purpose of this study was to evaluate the implementation of the real-life project-based learning for competence development of technical and vocational education and training (TVET) trainees in Uganda. The research was guided by the following objectives to; find out the status of the implementation process of the real-life project-based learning, determine the capabilities of TVET trainers’ regarding the implementation of real-life project-based learning, establish the role of TVET Managers in the implementation of real-life project-based learning and identify the challenges of implementing real-life project-based learning; for competence development of TVET trainees in Uganda. The study was anchored in the constructivist and experiential Learning theories. The study adopted the descriptive survey design with a mixed methods approach. The sample size of 488 study participants included TVET trainers, trainees, heads of departments and institutions and the Ministry of Education and Sports officials. Purposive sampling and simple random sampling techniques were employed. Data collection was carried out using questionnaires, interview schedules, observation checklists and a focus group discussion guide. The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS) version 16.0 while thematic analysis was used for qualitative data. The results were presented in table form using frequency distribution and percentages. The study revealed that the TVET trainers did not follow the implementation processes and most of them lacked the abilities required to implement real-life project-based learning approach. TVET Managers did not perform their roles as expected. Furthermore, the main challenge was inadequate materials to implement real-life project-based learning across all TVET institutions. Arising from the findings of the study, it was concluded that the quality of the TVET trainees was below the expectation and their products were of poor quality. It was recommended that government should fast-track the implementation of the new TVET reforms including the back to industry program for the TVET trainers and the provision of adequate materials for real-life project-based learning. Additionally, the assessment bodies should involve industry practitioners but not only trainers to conduct the competence based assessment of trainees.