Skills Development: Vocational Education
in the Islamic Countries
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THEME 4: Contributionof NGOandother donor agencies towards improving TVET
Sectors
They have trained youth and provided them equipment to use:
“For NGOs, one of their target is to improve our livelihood. That is their main target.
They normally support poor family by selecting youth from such families, train them
in certain domain (for example catering) and then after give them necessary tools to
start-up something small that will boost their earning. P5Ug)
Some NGOs, like World Vision, have taken initiatives that focuses on a wider group of
people in different regionswithin the country. This has greatly helped toreduce a bigmass
of poverty levels in Uganda. Participants have highlighted this:
“The best I can talk of is that ever since I have been in (institute X) which is a
collaboration with WorldVision, we picked youth from Nakawa division , Makindye
division and we have trained over five hundred youths …..”(P5Ug)
There are other NGOs that work on a small scale to help targeted minority with
misfortunes and less advantaged people. In turn they help poor people become good
citizens in their respective society:
“In our organization, we do provide some item to people who are less fortune. We
give products like exercise books, bags, reusable sanitary pads to help the girls who
are poor. We do that to street children, slums, prisons”(P1Ug)
THEME 5: The relationshipof TVETsectors and industry
In Uganda, there is a gap between skill level of TVET sectors and the requirement of
industry. There are couples of reasons identified, which cause this gap between TVET
sectors and industry. The reasons are listed as:
1. Most of the institutions of TVET sectors do not havemodernmachinerieswhereas
industries havemodern set up due to increase in their production and to compete
in the global market.
2. Few gaps are also emerged due to old curriculum, which is unable to meet the
current industrial demand.
3. Few subjects (trades) are changing rapidly such as computer technology and
therefore, TVET sectors face continual challenge tocope upwith this rapid change.
Thus, obvious gap exists between TVET sectors and Industry.
4. In TVET sectors, teachers in many cases do not have practical industrial
experience and therefore, they are not competent enough to link industrial
exposure to their teaching in TVET. Thus, it exists a gap in TVET sectors and
industrial requirement of Uganda.
5. In many cases, industries provide less or no support to the TVET sectors, such as
they refuse to provide students with enough industrial attachment to their
industry, to show reluctant to collaborate with TVET sectors, and the like.