INVESTIGATION OF THE CAUSES OF SLOW DEVELOPMENT OF TECHNICAL AND VOCATIONAL EDUCATION IN UGANDA -A CASE STUDY OF MUKONO DISTRICT

DEFINITION OF TERMS

Skill; An ability to do something well

Commission; The act of granting certain powers or the authority to carry out a particular task or duty.

Society; an organized group of persons associated together for religious, benevolent, cultural, scientific, political, patriotic, or other purposes.

School; A place where teaching and learning takes place

Protectorate; A country that is protected and controlled by a more powerful country in defense and foreign affairs

Policy; A plan or course of action, as of a government, political party, or business, intended to influence and determine decisions, actions, and other matters:

Attitude; opinion, feelings about something

Curriculum; A statement of intent designed for the achievement of Educational goals, aims and objectives.

Vocation; A regular occupation, especially one for which a person is particularly suited or qualified.

Questionnaire; a written set of questions that are given to people in order to collect facts or opinions about something

CHAPTER ONE:

1.0 Introduction

1.1  Background of the study

According to Reeve, E. M. (2016), Technical and Vocational Education is used as comprehensive terms referring to those aspects of the Education process involving, in addition to general Education the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding, and knowledge relating to occupation in various sectors of economic and social life.

According to Maclean, Wilson et al. (2009), TVET is concerned with the acquisition of knowledge and skills for the world of work to increase opportunities for productive work, sustainable livelihoods, personal empowerment and socioeconomic development in knowledge economies. The African Union Strategy to Revitalize TVET in Africa (2007) recognizes the importance of TVET is to train the skilled and entrepreneurial workforce that Africa needs to create wealth and emerge out of poverty. The purpose of Technical and Vocational Education and Training (TVET) is to equip people with the technical and professional skills needed for socio-economic and industrial development of the country.

Before the coming of the missionaries in Uganda in 1880s, there existed indigenous Educational methods of imparting knowledge and skills to the younger generation. Through this kind of learning, each society in Uganda was helped to pass their Educational values to the younger men and women. This Education played a major role in transmitting Technical skills such as pottery, carpentry, iron smelting to the younger ones to ensure the survival of the humanity within their vicinity. The transmission of skills started right from childhood until he/she died. Thus learning was through apprenticeships where the young ones learnt from the master in any given skill (Okware, 2017).

Okiror, (2017), stated that in 1925, the Government of Uganda started playing an active role in manning Education and this expanded rapidly. A number of commissions were established to review the Education system in Uganda for example, in 1925 the Phelps-stokes commission was set up. This commission emphasized that Education should be for the adaption of the people in their environment.  This meant that students in Uganda were to be given knowledge and skills to become innovative, self-reliant citizens. Therefore, all efforts in TVET were to be spent on equipping students with the necessary competences to become progressive country dwellers.

Mande, (2017) adds that the Castle Commission appointed in 1963 to put more emphasis on Technical Education because graduates from there were skilled ready for any work. The pointed out need for raising standards of agriculture, Technical Education, expansion of girls’ Education, and provision of adult Education. Despite the commissions’ emphasis on Technical Education, TVET still lagged behind in academic Education which called for a review of Education system.

Furthermore, the white paper also pointed out that government will encourage private industry, commerce and services to participate fully in the running of programs in Technical and Vocational training at the tertiary level much was not done to implement the above recommendations and quality of TVET still remained unpleasant (Okware, 2017).

This according to Mande, (2017), eventually led to the establishment of the BTVET, a fully-fledged department, under the Ministry of Education and sports to manage all the issues regarding Business, Technical and Vocational Education in Uganda.  Business was particularly included in the traditional ‘TVET’ to highlight the importance that government attaches to blending business management and entrepreneurship to Technical and Vocational Education and its overall role in the country’s economic development.  The department was immediately charged with the responsibility for developing a policy framework and strategic plan for development of Vocational Education in Uganda, thus, the BTVET act of 2008 was enacted to create a necessary legal environment for the development of TVET in Uganda. The government has come with a 10-year strategic plan named “Skilling Uganda” to ensure that all Ugandans regardless of age, sex and race acquire the skills they need to raise their productivity and income. Recognition of Non formal Education spearheaded by Directorate of industrial training is also geared towards increasing access to skills training (Okiror, 2017).

Despite the above strategies the government has put in place the TVET has not been seen by majority public as an attractive venture as compared to academic Education which is growing at a faster speed. The infrastructure in most Technical institutes is still very miserable, enrollment is still low in TVET, and the masses still envisage TVET as a dead venture. I t is from this background that the researcher wants to find out the why the TVET has developed at a very slow rate in spite the measures government has put in place.

1.2 Statement of the problem what the government has done

Low enrollment of students in TVET institutions, poor infrastructure in the TVET institutions, and the incompetence of TVET graduates are all signs of slow development from the researcher’s point of view however what causes this situation is not clear. No one knows whether is the responsibility of Ugandans, government or the career of profile of Technical and Vocational Education. The researcher thus desires to find out the causes of slow development of TVET in Uganda.

1.3 Aim of the study

To investigate the causes of slow development of the Technical and Vocational Education in Uganda.

1.4 Objectives of the study

1. To identify the factors that causes the slow development of technical and Vocational Education in Uganda.
2. To identify the causes of the factors causing slow development in Technical and Vocational Education in Uganda.

• To establish mitigation measures to improve on the status of Technical and Vocational Education in Uganda.

1. To develop an action plan

1.5 Research questions

The need of the study arises out of the desire to find out

1. What are the causes of the slow development of Technical and Vocational Education in Uganda?
2. What are the possible measures that can be put to improve the status of Technical and Vocational Education?

1.7 The significance of the study

The study will be done to investigate the causes of slow development in Technical and Vocational Education in Uganda. The findings of this research will assist in the following;

1. Parents to get sensitized more about technical education which help to them to see Technical in positive perspective.
2. Students to develop love for TVET

• District Education administrators in the supervision and emphasizing career guidance in schools.

1. The ministry of education and sports to develop ways of improving the business, Vocational and Technical Education department status quo in the aspects of institutions infrastructure facilities like textbooks and tools, staff houses, workshops and laboratories, classrooms and furniture and staff remuneration to mention but a few.
2. The research will also help me to improve on my research skills and as a research student especially in matters regarding on the ways of data collection, analysis and its presentation and how relate with people.

1.8 Scope of the study

Geographically, the study will be conducted in Mukono district. This is due to the fact that Mukono has number of Technical institutions which are not far from each other and because most people from this area understand English the researcher will not get problems of language barrier.

The content scope will be limited to the causes of slow development in Technical Education and the possible measures to overcome these problems.

1.9 Limitation

The researcher faced a challenge in the midst of the research whereby she got sick and could not complete the time expected though with the supervisor’s guidance the researcher got to finish and submit the report.

CHAPTER TWO:

LITERATURE REVIEW

2.0 Overview

Literature review is about survey and analysis of the scholarly works of other people. This chapter presents the theoretical review, actual literature review.

2.1 Related literature

Psacharopoulos, (1997) noted that vocational education solves multiple and conflicting objectives, among these are: (a) Youth unemployment. Vocational education and training take the youth off the streets, and at the same time equip them with skills that could be used later in the labor market. The reason is not all young people find immediate employment as soon as they graduate from school or a training program. (b) Instilling technological knowledge. Based on the British Industrial Revolution, followed up by Germany and Japan in this century, it is a common belief that economic progress heavily depends on technological knowhow. (c)Academically less able students. The provision of vocational education and training enable considerable number of students who „are not able‟ to advance through the school system, especially the academic stream of secondary education. Hence, the provision of vocational education to them would allegedly equip them with something useful to do later in life. (d) Lack of middle level technicians. Vocational education and training provides skills in short supply (especially middle level technicians).

Psacharopoulos (1997) noted that, there is no country in the world where a number of specialties are not in „scarce‟ supply (e.g. plumbers and nurses). (e) Poverty among urban dwellers. The provision of vocational education and training would give useful skills to the unemployed and make them find productive employment and thus raise their income. (f) Economic globalization. The development of economic globalization also has implications on the nature of vocational education received by the labor force (Morey, 2004).

Stromquist, N. P., & Monkman, K. (2014) states that government constituted an Education policy review commission that produced its report in 1989. The report translated into a government white paper in 1992. In this paper, Technical Education was made the central focus. The emphasis was placed on Vocationalisation of Education and promoting lifelong learning to empower individuals more actively in the development, provision and utilization of Technical Education.

Technical Education system was traditionally fragmented and of un-even quality coordination and harmonization of operating procedures was accomplished and virtually non-existent. Consequently, Technical Education programmes degenerated to satisfying limited employment requirements and became non responsive to the technological requirements of many sectors and improvement (Torres, 2002)

.

However according to (Psacharopoulos, 1997) urges that here have been significant advances in the general recovery and rehabilitation of structures and restoration of provision of facilities in Technical institutions. However, there has existed a general situation of lack systematic planning and disparities and urban areas, regional imbalances in the provision of Technical Education in Technical Education facilities, inefficiency in management and the cost of Education and training have increased considerably. Much of the Technical and Vocational Education is still in a sorry state and the quality of Education is highly eroded in many professions. The present curricular doesn’t adequately cater for the social and economic needs of the country. They don’t adequately equip the individuals to become reproductive and self-reliant.

The inter-relationships between different Technical levels and qualifications awarded within the country are not well known. Furthermore there is no clear system for determining the chronological segments of qualifications from the different institutions within and outside the country Psacharopoulos, 1997).

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, which unfortunately are not there to match the number of graduates turned out each year. It is estimated that about 8 million out of the 23 million Ugandans are unemployed and this figure was even made worse by the retrenchment program that saw 17,000 civil servants out of jobs in recent years as a result of the civil service reform program. In addition, 50,000 soldiers were also demobilized and all these have added to the pool of job seekers (UBOS, 2007). Education faces a big challenge of training youth who will appreciate labor and value it as a method for exploiting their environment and a means to their survival (Jenkins, 2009)

The education sector has been increasing over the past years eg from UGX1, 4163.3bn in FY2011/2012 to UGX 1,624.6bn in FY2012/2013. However, the funding allocation for the BVET sub sector has henceforth been approximately 4%of the sector budget-lowest sub-sector allocation. The low of funding for the BTVET sector has stigmatized it leading to low infrastructure, poor salaries for teachers’ inadequate teaching learning materials. The table blow MoES allocation by Sub sector

2.2 Challenges faced by technical education

According to Nkirina, (2010), government white paper that is Kajjubi report of 1989 on Education put Vocationalisation of Education at the forefront of the Education system in Uganda. It emphasized the need for all policy makers in Uganda and other sectors to promote the skill acquisition and the development of attitudes for empowerment of individuals with entrepreneurial skills. To attain this worthy while goal the ministry of Education needs a compressive policy frame work to guide all the activists at the Vocationalisation of Education.

2.3 Improving image of technical education

Penny, (2008), states that currently attitudes towards this kind of Education are still negative in Uganda. It’s perceived as supplementary rather than complementary to other Education programmes. It’s always regarded as regarded as meant for those who can’t cope with the rigors of the academic route study and the people who have dropped out of formal Education for whatever reason. Kajjubi’s commission goes on to report that Technical Education programme should take into cognizance the need to change the negative attitude towards this type of Education and strive for attracting the best students with aptitudes for such Education. Technical Education should cease to be at early stage. Continuity and proper alignment with general academic Education will be ensured throughout the various levels of Education.

The report goes on and says that government will 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 wrong perception towards Technical Education has contributed to the neglect of financing by the government to figures of enrollment in Technical institutions due to poor infrastructure (Ssewamala, 2011).

The challenge of infrastructure is to streamline and restructure the Technical Education curriculum to make this type of Education intellectually stimulating and for the Technical growth of participants to enable them meet the new development and the demands of the national economy. 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 (Nkirina, 2010).

A good quality of Technical Education will ensure mounding of reproductive members for the economy who appreciate, respect and cause dignity to their profession. 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 (Aguti, 2002).

CHAPTER THREE:

METHODOLOGY

3.0 Overview

This study intended to investigate the causes of the slow development of Technical and Vocational Education in Uganda. It’s worthwhile to note here that although the study was carried out in Mukono districts the findings and recommendations may be used to understand the phenomenon under investigation in other parts of Uganda. More so this chapter highlights the methods and tools for which the researcher used and shows the area where the research was conducted.

3.2 Research design

The study used both qualitative and quantitative research design. This research design involved collecting data in a specified period. This research design is advantageous because it was used to prove and/or disprove assumptions, not costly to perform and does not require a lot of time yet it captures a specific point in time (Kothari, 2004). Quantitative research was used because it measured differences in number of variables, and usually studies a large number of cases. Because it covered a broad range of cases, quantitative research yields conclusions that were generalized. It had the strongest external validity.

3.3 Area of study

The area of study was Goma county, Mukono district. The researcher chose this area because Technical institutes there are close to each other and are accessible by the researcher which reduced on the researcher’s transport costs moving from one institute to another. More so interviewing for parents who do not understand English was easy for the researcher because the researcher spoke in their local language and got the required information from them.

3.4 Target population

The population of study were principles, tutors and students of different vocational institutes found in Mukono District. This study took four vocational institutes located in Mukono District making it total population of 269.

3.3 Sample size

A sample size was established basing on the target population and area covered, presently there are more than 10 vocational institutions in Mukono District. However, this study used random sampling to sample 5 institutions for this particular study.

3.4 Sampling Techniques

This research employed both random and simple sampling techniques.

Table 1 Sample size description

3.5 Data sources

Source of data were from both primary and secondary sources.

• Primary data

Primary data was obtained from the questionnaires administered on the target respondents to gain opinions and practices on investigation of the causes of slow development of technical and vocational education in Uganda taking Mukono district as the case study.

• Secondary sources

Secondary data is data which has been collected by individuals or agencies for purposes other than those of a particular research study. It is data developed for some purpose other than for helping to solve the research problem at hand (Bell, 1997). This comprised of literature related to the causes of slow development of technical and vocational education in Uganda in relation to the case study. Secondary data was sourced because it yields more accurate information than obtained through primary data, and it is also cheaper.

3.6 Data collection methods

According to Johnson (2003), data collection is the process of gathering and measuring information on variables of interest, in an established systematic fashion that enables one to answer stated research questions, test hypotheses, and evaluate outcomes. Different methods were used to collect data from respondent and among them included;

3.6.1 Interviews

According to Dikko, (2016), research interview involves an interviewer, who coordinates the process of the conversation and asks questions, and an interviewee, who responds to those questions. Interviews was an appropriate method since there was a need to collect in-depth information on opinions, thoughts, experiences, and feelings. This method was appropriate for objective two concerning the mitigation measures to improve on the status of Technical and Vocational Education in Uganda.

3.6.2 Questionnaires

According to Patten, (2016), questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondents. The questionnaire constituted both open and close ended questions which allowed the respondents to give any opinion of his/her choice. It was administered to tutors and students. This method was used to respond to objective one which was concerned with identifying the causes of slow development in Technical and Vocational Education in Uganda.

The researcher preferred questionnaires because large amounts of information was collected from a large number of people in a short period of time and in a relatively cost-effective way, the results of the questionnaires were usually quickly and easily quantified by either a researcher or through the use of a software package.

3.6.3 Library search

A number of books, journals and published reports both from the library and internet were used in the course of the study. The sources helped a great deal in providing relevant information that other various scholars had written on the causes of slow development in Technical and Vocational Education in Uganda and their remedies.

3.7 Procedure of data collection

The researcher with an introductory letter from the University head of department would travel direct to the sampled district and institutions. On reaching the principal’s office the researcher sought verbal permission to interview the respondents and give out questionnaires to a group craft one and advanced students on which the researcher wanted to gather information from.

Table 2 methods change to suit the objectives

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.

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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?

……………………………………………………………………

If  yes who?

……………………………………………………………………………………..

…………………………………………………………………………………………

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?

………………………………………………………………………………………………………

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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…………………………………………………………………………………………………

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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?

……………………………………………………………………………………………………………………………………………………………………………………………………………….

2. What do you get while teaching students?

……………………………………………………………………………………………………………………………………………………………………………………………………………….

3. Are u given refresher courses and workshops? If yes why?

………………………………………………………………………………………………………

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4. Are your salaries enough compared to standards of livings and are they paid on time?

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5.What do you think should be done to raise the standards of TVET?

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Questionnaires to the principals

Instructions

The research 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 your answers in the blank spaces.

1.Do you have well equipped libraries and workshops in your school?

………………………………………………………………………………………………………………………………………………………………………………………………………………

2.Do you receive funds from government for this institution? How often?

………………………………………………………………………………………………………………………………………………………………………………………………………………

3.how do motivate your teachers.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4.What is the trend of enrollment of students here?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………….

5.Do you follow up your graduates? If  no why?

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6.What is the average qualification of your teaching staff?

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7. How often does the inspector of schools inspect this institution?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

8. What do you think should be done to raise the standard of TVET

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Questionnaires to the education officer

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 the answers in the spaces provided

1.Do you always carry out sensitization about TVET among people in the society?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. How often does the government fund technical schools? And in what ways?

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3. Do you often do you inspect technical schools?

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4. Suggest measures that can be undertaken to improve the status of technical education.

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INTERVIEW GUIDE

Question one

Compare the enrollment of technical education to that of academic education.

Question two

Have the technical graduates been roles to society? How?

Question three

Has career guidance been done in secondary school about technical education?

Question four

What is the general performance of technical schools?

Question five

What do you think government should do uplift the level of TVET?