Skills Development: Vocational Education
in the Islamic Countries
122
Table 5.12: Poverty eradication through skill acquisition
S Teacher Administrator Comments
Item Xt Result Xa Result
1 Government provided adequate support to
poor people for increasing their enrolment.
2.81 2.81<3.5 2.47 2.47<3.5 Not Accepted
2 TVET sectors have a provision to attract
poor people for skill training
3.51 3.51>3.5 3.11 3.11<3.5 Undecided
3 Government provides free skills training to
students from poor families
2.55 2.55<3.5 2.42 2.42<3.5 Not Accepted
4 Government and private sectors have
created a number of job provisions for their
graduates
3.60 3.60>3.5 3.26 3.26<3.5 Undecided
5 Skill training has reduced the poverty level
in Uganda
3.72 3.72>3.5 3.53 3.53>3.5 Accepted
6 Poor people could not manage the
resources to enrol into TVET institutions
4.32 4.32>3.5 3.72 3.72>3.5 Accepted
7 TVET sectors have attracted poor people to
skill training
3.44 3.44<3.5 Not Accepted
8 Uganda has provision to send itsmanpower
abroad
3.42 3.42<3.5 Not Accepted
9 TVET graduates have been actively
involved in creating jobs through
entrepreneurship
3.94 3.94>3.5 Accepted
10 Government does not have any specific
policies for attracting poor people for skill
training
3.06 3.06<3.5 Not Accepted
From Table 5.12 and Figure 5.5, we conclude that skill training has linked with poverty
eradication:
1. Government has not provided adequate support to the poor people to increase their
level of enrollment.
2. Further consideration to qualitative analysis is required in order to clarify whether
TVET sectors of Uganda have provision to attract poor people towards skilled training
or not? However, findings from quantitative analysis are in favor of the teachers’ point
of view. Participants have supported that indeed the government of Uganda has
established some measures to attract poor people towards skill trainingwith an aim of
bettering their lives:
“The government has donated cows, goats to some youth who have undergone some kind of
the trainings…. The government if also encouraging any kind of skilled training to move
ahead without taxation….” (P5Ug)
3. Government does not provide free skill training for students from poor families.
4. The statement of the government and private sectors have created a number of job
provisions is undecided. However, from qualitative analysis, the findings show that the
government has provided support to graduate to create their own jobs through
entrepreneurship. Participants have said that both the government and donor agencies
have helped in providing start-ups to graduates which in turn has helped other
unemployed population to get a job as well:
“The government has donated cows, goats to some youth who have undergone some