Skills Development: Vocational Education
in the Islamic Countries
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Table 5.20: Skills need to include in TVET sectors for future graduates
5.3. Findings from qualitative data
The interviewswere transcribed in English following the exact pattern of Uganda audio files. It
was analysed by using grounded theory that is, first identified the central meaning and then it
converted into a theme and thereafter the themewas linkedwith the research questions. All the
themes were verified with the participants’ quotations from interview. The participants name
was anonymous and kept confidential. An identification no was used to make them separate
from each other. After analysing the narrative data the following themes were revealed:
Type Sills set Remarks
(TVET sector
& industry)
Crucial  Technical skills (core skills
for specific task),
 Hands-on experience
 Quest for knowledge
 ICT skills
 Interpersonal skills
 Business acumen
 Value and ethics
 Negotiation skills
Maximum no
of Participants
listed these
Urgent  Influencing skills
 Analyze & solve complex
problem
 Multitasking
 Good communication skills
 Sincerity
40%
participants
listed these
Reasonable  Leadership
 Adaptability
 Team work
 Time management
 Self-management &
competiveness
 Language
 Voluntarism
 Positive thinking and
attitude
 Physical fitness and
stamina
 Problem solving
 Conceptual understanding
 Aptitude
 Loyalty
 Secretarial skills
30%
participants
listed these