Skills Development: Vocational Education
in the Islamic Countries
129
From Table 5.18, we conclude the following industrial contributions:
1. The industries in Uganda have skilled workers. This is required further support from
qualitative data.
2. Our graduates from TVET sectors have adequate skills for current workplace .
3. The industries are also working jointly with TVET institutions to produce competent
skilled workers.
4. Generally, industries do not send their staff overseas for field training so as to equip
them with up-to-date skills. They have enough skilled workers with competent skills.
5. The industry does not provide carrier guidance to students of vocational institutions so
as to prepare them for future workforce.
6. Industry has partnership with institutions.
7. Both vocational institutions and industry have not collaboratively organized exhibitions
to motivate young unemployed people.
8. The industry is not consulted during curriculumdevelopment for vocational institutions
to improve current skill training.
Table 5.19: Quantitative Findings (Uganda)
Quantitative Findings (Uganda)
The Results from TVET institutions:
(i) Success in TVET sector of Uganda:
1. Integration of basic skills training in school level provides young people with necessary skills
to get an occupation for a sustainable future
2. TVET institutions in Uganda focus more on skill training than theoretical knowledge. This has
also been supported by qualitative findings.
3. Vocational training is not completely free in Uganda to attract poor people.
4. The instructors in TVET sectors are competent to conduct subjects that require new knowledge
and skills
5. Current skill trainings in TVET sectors of Uganda offer updated training programs which
produce competent skilled workforce.
6. Skilled workers in Uganda are getting job. This has also been supported by qualitative data.