Comparison of skills acquired during professional development trainings and training needs of TVET Trainers in Uganda

Abstract

Technical and Vocational Education and Training (TVET) systems depend fundamentally on the competence and adaptability of trainers. In Uganda, Continuous Professional Development (CPD) initiatives have been implemented through government and development partner interventions, yet questions remain regarding their alignment with trainers’ professional development needs. Guided by Experiential Learning Theory, this study examined the skills acquired through CPD and the professional development skills and competencies still needed by TVET trainers. The study adopted a pragmatic research paradigm and a mixed-methods explanatory sequential research design. Quantitative data were collected from 204 TVET trainers from 24 TVET institutions in Uganda’s Central Regionusing structured questionnaires, while qualitative data were obtained from 10 purposively selected key informantsfrom the Ministry of Education and Sports TVET Department and Education Development Partners. Quantitative data were analysed using descriptive statistics, including frequencies, percentages, means and standard deviations, and regression analysis, while qualitative data were analysed thematically. The findings revealed a high level of reported skills acquisitionalongside substantial continuing professional development needs. The strongest acquired skills included modern hands-on skills, communication, ICT competence and modern pedagogical skills, while major continuing needs included ICT integration, additional technical skills, assessment and evaluation, pedagogy, curriculum development and classroom management. The study concludes that CPD is contributing to substantial skills acquisition but does not fully address trainers’ evolving professional development needs. It recommends a competency-based, practice-oriented CPD frameworkthat prioritises ICT integration, technical updating, assessment, pedagogy, curriculum development and classroom management while maintaining existing strengths in communication, innovation and entrepreneursh