Skills Development: Vocational Education
in the Islamic Countries
193
Appendix 8: Administrator’s data (Uganda)
THEME 1: The main factors that determine the skills levels of Uganda
[Strongly Agree (SA); Agree (A); No option (N); Disagree (DA), Strongly Disagree (SDA)]
S/No ITEMS T SA A N DA SDA X
1 Government has failed to
improve TVET sectors for
enhancing skills level
18 0 6
33.3%
3
16.7%
6
33.3%
3
16.7%
2.67
2 NGO or other donor
agencies provide support
(take initiatives) to
increase the skill level in
the country
19 10
52.6%
5
26.3%
4
21.1%
0 0 4.32
3 Uganda has essential
funding for skill training
19 2
10.5%
9
47.4%
1
5.3%
5
26.3%
2
10.5%
3.21
4 Uganda does not have
adequate TVET institutions
for skill training
19 4
21.1%
8
42.1%
2
10.5%
4
21.1%
1
5.3%
3.53
5 Skilled workers are not
getting jobs
18 5
27.8%
5
27.8%
2
11.1%
3
16.7%
3
16.7%
3.33
6 Lack of competent
instructors (teachers) in
TVET sectors
19 1
5.3%
9
47.4%
2
10.5%
7
36.8%
0 3.21
7 Government’s policies has
contributed in improving
skills level of the country
18 2
11.1%
7
38.9%
5
27.8%
4
22.2%
0 3.39
Explain other factors that facilitate enhancing skill level of Uganda? (use separate page if needed)
……………………………………………………………………………………………………………………………………………………
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THEME 2: 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 (training
activities) regularly
19 2
10.5%
7
36.8%
3
15.8%
5
26.3%
2
10.5%
3.11
2 TVET sectors are taking
initiative for installing
(managing) latest/modern
equipment
19 0 10
52.6%
4
21.1%
4
21.1%
1
5.3%
3.21
3 The government has
provided adequate
supports to poor people for
increasing their enrollment
19 0 3
15.8%
4
21.1%
11
57.9%
1
5.3%
2.47
4 TVET institutions focus
more on skill training than
19 1
5.3%
8
42.1%
4
21.1%
5
26.3%
1
5.3%
3.16