Skills Development: Vocational Education
in the Islamic Countries
190
Appendix 7: Teacher’s data (Uganda)
THEME 1: The efforts to increase skills acquisition and there critical success
[Strongly Agree (SA); Agree (A); No option (N); Disagree (DA), Strongly Disagree (SDA)]
S/No ITEMS T SA A N DA SDA X
1 The government is revising
the curriculum (knowledge
and skills) regularly to
incorporate recent industrial
changes skill set
208 106
51%
93
44.7%
4
1.9%
4
1.9%
1
0.5%
4.44
2 TVET sectors are taking
initiative for installing
(managing) latest/modern
equipment
207 45
21.5%
104
50.2%
22
10.6%
32
15.5%
4
1.9%
3.74
3 The government has
provided adequate supports
to poor people for increasing
their enrollment
208 23
11.1%
60
28.8%
23
11.1%
59
28.4%
43
20.7%
2.81
4 TVET institutions focus more
on skill training than
theoretical knowledge
(lecture methods).
204 71
34.8%
96
47.1%
6
2.9%
25
12.3%
6
2.6%
3.99
5 The country has introduced
training programs for
updating instructors’
(teachers) skills, such as:
workshop, skill training
projects etc)
209 48
23%
82
39.2%
18
8.6%
33
15.8%
28
13.4%
3.43
6 Vocational training is costless
(almost free) in Uganda
204 8
3.9%
30
14.7%
14
6.9%
73
35.8%
79
38.7%
2.09
7 TVET sectors take initiatives
for changing people negative
attitudes towards skilled
work
209 80
38.3%
111
53.1%
8
3.8%
1
0.5%
9
4.3%
4.21
Is there any other efforts done in Uganda to increase the skill acquisition? (Use an extra sheet if you
have a lot to share)
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