CHAPTER FOUR:

DATA PRESENTATION AND INTERPRETATION

4.1 Overview

This chapter presents the data collected during the field study from the various data sources.

4.2 Causes of slow development in Technical Education

The principals showed that there is inadequate finance to buy modern equipment, materials for practical works. Inadequately equipped laboratory and workshop are among the reason for less development of TVET. The shortage of school workshops and laboratories to provide work experiences increases the problems of TVET development. The use of outdated equipment and facilities to train students worsen the problems. Inadequate teaching materials made the problems more rigid. The shortage of library and research facilities in TVE institutions is among the reason for making TVET less developed. Access to the Internet is very limited and the majority of students and staff are not properly trained to use Internet.

 More so the principals showed that there is inadequate number of Teachers in training institutions. There are less competent Instructors in training institutions. The Lack of in-service programme for Technical Teachers to upgrade their skills made worsen the problems of TVET. Poor salaries and incentives for Technical Teachers contribute to the problems of TVET development.

 The student’s responses revealed that they are not motivated to go for Technical Education. There is production of incompetent graduates. The students cannot compete the challenges in workplaces this because the training given to them is not enough due to lack some machinery in the workshops and incompetent teachers.

The D.E.O revealed to me that the objective of Western Education in Uganda was to learn 3Rs (reading, writing and arithmetic). The lack of Technical culture in Ugandan society resulted slow beginning and development of TVET. The early Ugandan Leaders did not give importance on developing TVET because they are literary oriented.

D.E.O and the principals revealed that there was inadequate numbers of expert in designing TVET curriculum. There is lack of involvement of TVET educators in Educational planning. The Technical Teachers are not employed to teach in TVET Institutions.

There is negligence of TVET Institutions to get feedback about their students after graduation, get to know whether they got jobs or not.

Similarly, the Vocational training schools and colleges were also mostly following foreign models of curricula with some degree of adaptation to local needs. The syllabi of many courses have not been updated for decades and the existing teaching staff in most disciplines may not be aware of the advancement of knowledge in their respective fields in the outside world.

The teachers revealed that the whole Educational system is facing a problem in the salary structure of academic and Technical staff.  The salary one makes in an institution cannot meet the minimum requirements of a small family in Uganda. At this time, an expert working in a non-governmental organization (NGO) may be earning five to ten times more than he would make at a Technical institution. It is not realistic to expect for an academic staff to be fully devoted to academic work with the existing salary structure in the country. The majorities of Technical institutions’ staff leave their academic positions totally, or work as part-time employees of the academic institute while earning a living working full-time outside the institute. This is a serious issue and the government who is responsible for practically all academic institutions needs to devise a system where the academic staff can spend more time in class with the students and research activities. Only by keeping these professionals can Technical Education be made a success in the country.

The principals also showed that the government has not done thorough inspection of institutions to know what could be lacking, check if the teachers perform their jobs as expected and also to get to know the challenges they while performing their duties so that they get solutions.

Principals show that, in Uganda, funding towards TVET is ad hoc and arbitral, TVET Institutions have been neglected or overtaken by schools concentrating on purely academic Education without any practical training. TVET is given a limited budget and this becomes the core issue as to why TVET Institutions are not able to employ trained trainers, assessors and verifiers, support them in updating and upgrading their skills, purchase most appropriate training facilities, aids and technology for practical training (On-the-Job Training OJT) and accordingly are not able to market them effectively.

Respondents also revealed that Technical Education has not developed faster because sensitization about TVET has not been done adequately so that people can get know about very well. The society still thinks that TVET is for people who have failed to qualify for academic Education.

The analysis of the teachers’ responses confirms that the Technical institutes do not encourage instructors to embark on industrial training during long vacation holidays. This lack of attachment could deny the teachers access to the technologies relevant to the world of work.

The enrollment in Technical Education is still low compared to academic Education. Most parents do not want to take their children to Technical institutions because they think it is for academic failures.

Respondents revealed that there are few Technical institutions around which limit their access for example in Mukono district, there are only six Technical institutes compared to secondary schools which are more than 100.

The attitude towards Vocational Education has generally and historically been very poor. Education is associated with white-collar jobs and everyone who goes to school aims at these jobs.

4.3 Possible measures to overcome these challenges

In this section of the research the major emphasis was put on the ways of improving the status of Vocational Education. This was with regard to the respondent’s views as per the questionnaires and interview guides. Respondents therefore gave the following views as the ways in which Vocational Education challenges can be overcame.

Teacher’s salary should be increased so that they can concentrate on their work rather than running during class hours to look for others sources of income. More so allowances should be provided to motivate them as they do their job.

Majority of the respondents agreed that establishment of separate Technical and Vocational Education Ministry would help the sector to develop rapidly and will be well budgeted for.  Establishment of more Technical institutions government can assist in encouraging the development TVET. This encourage who people who fear travelling long distances to look for Technical institutions to easily access them.

Revise Technical, industrial and Vocational Education and training (TVET) so that it reflects the needs of industry and the labor market. This will help to integrate students into the work force and expose them to a range of skills and experiences

Government should continually undertake research to deepen understanding of issues on sector and play role of regulator – rather than providing training itself.

In order to improve return on Technical and Vocational Education, there should be promotion of partnerships with business, provision of incentives for financing, creation of skill-based certification systems and decentralization and encouragement of the development of the private sector.

There is need to revise Technical, industrial and Vocational Education and training (TVET) so that it reflects the needs of industry and the labor market. Specifically, Uganda should apply the lessons of an exhaustive study on the experiences with TVET in Uganda.

Ensuring that TVET reflects the skills needed in the informal sector labor market, and in particular that it contributes to the increased productivity and earnings of this important sector in the Ugandan economy

The government should initiate the process of sensitizing certain target social groups that is government employees, parents, teachers, students, curriculum developers, employers in public sectors, local communities and many other groups developing in them positive attitudes towards Technical Education.

The coordination of programme development efforts, the standization of qualifications with clear parameters and broad avenues for progression and the development of a strong accreditation system will not eliminate the stigma associated with Technical Education and attract with expressed interest and aptitudes but will also enable the evaluation of certificates by both employers and further training institutions.

The profession of Technical Education is very expensive; the challenge is to come up with a policy for broadening the funding bases. There is also need to satisfy the requirements of all potential financing agents, generating additional resources and providing sufficient incentives to stake holders to fund Technical and Vocational Education.

In view of the fact that Technical and Vocational training is very dynamic and expensive, there is need for strong institutional co-operation. Partnership with the private sector and all beneficiaries of Education, especially joint strategic planning will inevitably improve on problem identification, prioritization of activities and, above all, achieve optimum utilization of scarce resources.

There is also need to develop a Vocational teacher development and management plan to address the current problem of both shortage and quality of Vocational teachers. The training of instructors started at the Instructors Colleges is only a starting point which leaves much to be desired in terms of its ability to meet both challenges of supply and quality. Without updating the skill level of the teacher trainers, using modern technology and equipment, improving methods of training, attracting good students to the profession, improving teachers’ salaries and conditions of service, these instructors’ colleges will have little impact.

Curriculum planning and development is a dynamic process and must respond both to the needs of the individual and to the Technical requirements of the job, as well as the changes in job patterns caused by technological and socio-economic changes. The quality of Education and training depends a great deal on the ability of institutions to adjust the content of training to meet changing skill needs. This is especially important in training for strategic occupations that are rapidly changing under the impact of new technology. A multi-disciplinary approach is necessary involving professional groups and representatives of industry and general educators as well as the teachers of Technical and Vocational Education. There is need to effectively coordinate both the 8 public and private sector in the development and implementation of a new demand driven curriculum that will address the needs of the employers and the country. Research and evaluation of curricula in Technical and Vocational Education must be a continuous process, and participation of the industrialists, employers and employee organizations are crucial. The need for science and mathematics cannot be over-emphasized.

There is need for constant professional development for both the administrators and field Vocational educators. Investment in human capital is crucial to the planning process in Vocational Education and unless the administrators themselves are continuously exposed to new global trends and challenges, the planning and implementation process remains very shallow. Regular short term courses/seminars are an absolute necessity in this regard. Exposure of the instructors to industry in a form of attachment and joint projects also help improve the teacher quality.

Furthermore, there is need to sensitize the population about the importance of Technical and Vocational Education and attract not just leftovers from academic Education but first-class students who can impact on technological innovations and economic development. In addition the public needs to be made aware that not everyone can go to college and that university Education is not the only way to success in life. There are other ways to win (Gray, K, & Herr, E. 1995).

And finally, there is serious need to assist institutions to practically integrate business and entrepreneurship skills into Technical and Vocational Education and build their capacity for income generation. Institutions should operate units to supplement their incomes. The excess dependence on central government funds stifles the initiative of the students, teachers and school administrators and they do not take advantage of their local communities and local talents to generate income to supplement government funding.

CHAPTER FIVE:

DISSCUSSION, CONCLUSION AND RECOMMENDATIONS

5.1Introduction

In this chapter the researcher presents the discussion of research findings, conclusions about research findings, and research recommendations. The research findings were discussed in comparison with the literature review incorporating own interpretation to ensure that research objectives which included to explore the possible causes of slow development in Technical Education and what would be the possible solutions to those problems.

5.2 Discussion. Per objective

This study found that, there are some historical reasons for the slow development of Technical and Vocational Education in Uganda which are still shaping the present, such reasons are found from the main objectives of western Education in Uganda which over-emphasized ability to read and write only, which ultimately resulted in today’s lack of Technical culture in the Ugandan society.

Umunadi (2007) poised that, there is lack of awareness of Vocational and Technical Education in the country. The findings of this study revealed that, early Ugandan leaders did not give importance on Technical and Vocational Education because they too were not Technically oriented therefore suggested that there is need to sensitize the population about the importance of Technical and Vocational Education and attract not just leftovers from academic Education but first class students who can impact on technological innovations and economic development. In addition the public needs to be made aware that not everyone can go to college and that university Education is not the only way to success in life. There are other ways to win (Gray, K, & Herr, E. 1995).

According to the report made by Eng. Francis Okinyal 2012 about challenges facing TVET pointed out inadequate funding has led to inadequately equipped laboratory and workshop are among the reason for less development of TVET. The shortage of school workshops and laboratories to provide work experiences increase the problems of TVET development. The use of outdated equipment and facilities to train students worsen the problems. Inadequate teaching materials made the problems more rigid. The shortage of library and research facilities in TVE institutions is among the reason for making TVET less developed. Access to the Internet is very limited and the majority of students and staff are not properly trained to use Internet so need to satisfy the requirements of all potential financing agents, generating additional resources and providing sufficient incentives to stake holders to fund Technical and Vocational Education.

The PHELPS STROKES Commission (1925) added, that education should be for the adaptation of the people to their environment, that students in Uganda should be given knowledge and skills to become better citizens to reduce on the incompetent technical graduates that being produced who have little skills.

It also revealed that, the lack of in-service programme for Technical Teachers to upgrade their skills and respondents suggested that there is also need to develop a Vocational teacher development and management plan to address the current problem of both shortage and quality of Vocational teachers. The training of instructors started at the Instructors Colleges is only a starting point which leaves much to be desired in terms of its ability to meet both challenges of supply and quality. Without updating the skill level of the teacher trainers, using modern technology and equipment, improving methods of training, attracting good students to the profession, improving teachers’ salaries and conditions of service, these instructors’ colleges will have little impact.

Lack of enough Technical institutions in the region was also found as one of the problems TVET has got small populations therefore establishment of more Technical institutions by government was suggested to assist in encouraging the development TVET. This encourages people who fear travelling long distances to look for Technical institutions to easily access them.

5.3 Conclusion

Technical/Vocational Education and Training in this country is currently an important Educational necessity to propel technological aptitudes and inventions. This research has looked at problems and challenges facing the implementation of Technical/Vocational Education programmes. It should be noted that a well thought out programme without proper implementation to achieve desired outcome is a waste of time and economic resources. It is therefore believed the outlined problems or challenges will soon be overcome by strong political will of the policy makers and the willingness of all Vocational Teacher Education policy makers and implementers to match action with words. So there should be commitment of all stakeholders to the development of Technical/Vocational Education.

5.4 Recommendations

In review of the foregoing discussions, summary and conclusion, the researcher has the following recommendations.

1. He District Education Officer should ensure that careers guidance is carried out in schools more effectively
2. Inter-relationships between the different Technical Education levels within the country should be streamlined.
3. Policy makers in Uganda and other sectors should promote skills acquisition and the development of better attitudes for empowerment of individual with entrepreneurial skills.
4. The ministry of Education should put more emphasis on regular inspection of the Technical institutions and endeavor to improve the infrastructures of the existing Technical institutes.
5. The ministry of sports and Education in collaboration with business Technical Vocational Education training department should introduce Technical subjects and science subjects as compulsory to be offered by all primary and secondary schools. Such will encourage the citizens/community to know the importance/relevance of Technical Education in relation to National building.
6. Lastly, the ministry of Education and sports should endeavors to implement, monitor and evaluate Kajjubi’s report in the aspect of equipping, facilitating and enhancing Technical Education.
   Table 1 Action plan to be implemented during the intervention term 2019.

REFERENCES

Dikko, M. (2016). Establishing construct validity and reliability: Pilot testing of a qualitative interview for research in Takaful (Islamic insurance). The Qualitative Report, 21(3), 521-528.

Patten, M. L. (2016). Questionnaire research: A practical guide. Routledge.

Lugumba, S.M.E & J.C Ssekamwa,. History of Education in East Africa (1900-1973)

Forster, P.J (1987) Technical/Voc Education in the less developed countries. International journal of Education and Development.

Government White paper (1992)

Kajjubi (1989), The Education Policy Review commission Report

Okello Benson (2014), History of Technical and vocational education.

Eng. Francis Okinyal(2012) report about the challenges facing TVET to the vice chancellor’s forum.

Adah, A. (2007) “Refocusing Technical Teachers Education for Relevance and Sustainable Educational Development” A paper presented at the 9th National conference at Rivers State College of Education , Port Harcourt, from 12th – 16th march, 2007

Nworgu,B. G. (2006) “The role of Science and Technology Teacher Education in the Current Economic Reform Agenda” Being a Guest

Umunze 2006 lecture delivered at Pre – Convocation lecture of FCE(T),

Okala, O. F. ( 2007 ) “Reform Issues in Technical and Vocational Education” Journal of Quality Education

APPENDIX

Questionnaire

Questionnaires to the students (technical)

Instructions

The researcher is interested in finding out the best ways of developing Technical Education in Uganda so that she may pass on the information to those who can assist.

Please help by answering the following questions as honestly as possible. The information you give will be treated with confidentiality and used solely for the purpose of this study. Some questions ask for your opinion but there is no right or wrong answers. There is no need for you to disclose your name unless you specifically wish to do so. Please fill in your views in the spaces.

1. Were you given career guidance in O’ level about technical education?

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If  yes who?

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2. What grade did u get at O’level and was it because of this grade that you had join technical education ?And why

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3. Do you have enough text books in the library and machinery in your workshops?

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4. Do you expect to continue upper grade after your course? If no give a reason

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5. What would like to be added or changed in this type of education?

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Questionnaires to the parents

Instructions

The researcher is interested in finding out the best ways of developing Technical Education in Uganda so that she may pass on the information to those who can assist.

Please help by answering the following questions as honestly as possible. The information you give will be treated with confidentiality and used solely for the purpose of this study. Some questions ask for your opinion but there is no right or wrong answers. Please fill yours in the spaces provided.

1. How many children do you have?

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2. How many of children have joined Technical schools? If no why?

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3. Have you any sensitization from leaders about technical education? If yes what was over view?

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4. Have technical graduates created a positive change in you society?

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Questionnaires to the teachers

Instructions

The researcher is interested in finding out the best ways of developing Technical Education in Uganda so that she may pass on the information to those who can assist.

Please help by answering the following questions as honestly as possible. The information you give will be treated with confidentiality and used solely for the purpose of this study. These questions ask for your opinion but there is no right or wrong answers. Please fill the answers in the spaces given.

1.Are you motivated at work? If yes how?

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2. What do you get while teaching students?

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