Skills Development: Vocational Education
in the Islamic Countries
130
(ii) Challenges in TVET sector of Uganda:
1. Uganda does not have essential funding for skill training. Therefore funding is a major problem
in Uganda.
2. People’s negative attitude towards enrolling in TVET sectors is narrowing down.
3. Due to gender equality in Uganda, an acceptable number of women have been trained.
4. There is a long term plans (vision) for improving TVET sectors. This was also supported by
qualitative findings.
5. Vocational education is popular (it has a great social value).
6. There is a shortage of specialized teachers in the vocational institutes.
7. Female skilled workers do not face higher level of unemployment compared to male.
8. English being a media of communication, it is not a barrier while other languages like French,
Arabic and others remain a challenge to trained citizen to go abroad.
9. Uganda does not have adequate TVET institutions for skill training.
10. There is a lack of competent instructors (teachers) in TVET sectors .
11. Youths’ opinions have been taken into consideration sufficiently while formulating policies for
the development of vocational education.
12. The graduates are not competent to meet industrial requirement
(iii) Government’s initiatives in TVET sector of Uganda:
1. The curriculum (knowledge and skills) is not revised regularly to incorporate recent industrial
changes skill sets.
2. TVET sectors are not taking initiative for installing (managing) latest/modern equipment. This
was also supported by the qualitative findings.
3. Training programs has not been introduced for updating instructors’ (teachers) skills.
4. TVET sectors have taken initiatives for changing peoples’ negative attitudes towards skilled
work. However, this step is not enough to change the entire situation .
5. Policies are not adequate to contribute in improving skills level of the country.
6. Government has improved TVET sectors for enhancing skills level.
B. Poverty eradication through skill acquisition
1. Adequate support is not provided to poor people for increasing their enrollment.
2. TVET sectors of Uganda do have provision to attract poor people towards skilled training.
3. Government does not provide free skills for students frompoor families.
4. The government and private sectors do have initiative to create jobs for skilled people
5. The skill training has reduced poverty levels in the country.
6. The poor people could not manage resources to enroll for skill training (they need to work hard
for their living).
7. TVET sectors have not attracted poor people for skill training.
8. The country has a provision to send skilled manpower to other countries (who in return earn
foreign currency).
9. TVET graduates have been actively involved in creating jobs through entrepreneurship.
11. Government in some cases has specific policies for attracting poor people towards skill
training.