Skills Development: Vocational Education
in the Islamic Countries
114
 Improve the efficiency in TVET management and organization; and
 Increase internal efficiency and resources available for TVET. 5
9. Any special emphasis on Poor student: Uganda does not have provision for free long term
TVET programs for poor people. The empirical data of this study shows that it offers few short
vocational training programs free for poor people.
Acknowledgement: This overview (Section 5.1) is prepared following the existing data sets and the literature
(reports) which is gained mainly from the UNESCO-UNEVOC (2012): World TVET Data base, Ministry
of Education and Sports (2014-2016).
5.2. Empirical Analysis
Designof Research
Research Questions:
The case study is guided by four main research questions:
 What are the main factors that determine the skills levels of Uganda?
 Is there any skills gap between TVET institutions and respective industries?
 What are the efforts to increase skills andwhat are the critical success factors of Uganda?
 How will appropriate skill acquisition lead to the reduction of poverty in Uganda?
 How does Uganda differ to other OIC countries and over time?
A. TVET inUganda: success, challenges andgovernment initiatives
(i) Success inTVET sector of Uganda
Table 5.5: Success in TVET sector of Uganda
Teachers Administrator
S ITEMS SA
%
A
%
N
%
DA
%
SDA
%
X SA
%
A
%
N
%
DA
%
SDA
%
X
1 Integration of
basic skills in
school
48.1 47.1 2.9 1 1 4.40 22.2 61.1 0 16.7 0 3.56
2 Emphasis is on
skill training
34.8 47.1 2.9 12.3 2.6 3.99 5.3 42.1 21.1 26.3 5.3 3.16
3 Training is less
costly
(affordable)
3.9 14.7 6.9 35.8 38.7 2.09 10.5 5.3 15.8 21.1 47.4 2.11
4 Competent TVET
instructors
43.6 45.6 2.9 4.4 3.4 4.22 N/A N/A N/A N/A N/A N/A
5 Up-to-date skill
training
programs
39.3 49 2.9 8.7 0 4.19 N/A N/A N/A N/A N/A N/A
6 Skilled workers
are not getting
jobs
N/A N/A N/A N/A N/A N/A 27.8 27.8 11.1 16.7 16.7 3.33
Note: The textual interpretation of data is presented in the previous chapter (Case study of
Bangladesh). In order to avoid repetition (i.e. explaining the facts in same way), the analysis of
data is presented in tabular form in this chapter.
5 Source: TVET, 2014, p. 6