Skills Development: Vocational Education
in the Islamic Countries
194
theoretical knowledge
(lecture methods)
5 The country has introduce
training programs for
updating instructors’
(teachers) skills
19 0 11
57.9%
3
15.8%
5
26.3%
0 3.32
6 Vocational training is
costless (almost free) in
Uganda
19 2
10.5%
1
5.3%
3
15.8%
4
21.1%
9
47.4%
2.11
7 TVET sectors take initiative
for changing people
negative attitudes towards
skilled work
19 3
15.8%
10
52.6%
3
15.8%
2
10.5%
1
5.3%
3.63
8 TVET sectors attracted
poor people for skill
training
18 1
5.3%
11
61.1%
2
11.1%
3
16.7%
1
5.6%
3.44
Is there any other efforts done in Uganda to increase the skill acquisition? (use separate page if
needed)
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THEME 3: How appropriate skill acquisition has led to the reduction of poverty
ccc ITEMS T SA A N DA SDA X
1 Integration of basic skills in
school level provides young
people necessary skills to get
an occupation for living
18 4
22.2%
11
61.1%
0 3
16.7%
0 3.56
2 A number of TVET graduates
have been actively involved
in creating jobs through
entrepreneurship
18 3
16.7%
12
66.7%
2
11.1%
1
5.6%
0 3.94
4 Country has provision to
attract poor people towards
skilled training
18 1
5.6%
8
44.4%
2
11.1%
6
33.3%
1
5.6%
3.11
5 There is a lack of link
between skill development
and industry (thus leading to
low employments)
19 4
21.1%
9
47.4%
3
15.8%
3
15.8%
0 3.74
6 The government provides
free skills for students from
poor families
19 2
10.5%
3
15.8%
1
5.3%
8
42.1%
5
26.3%
2.42
7 The government and private
sectors have created a
number of job provisions
19 1
5.3%
10
52.6%
2
10.5%
5
26.3%
1
5.3%
3.26
Is there any other effort for skill training towards poverty reduction or attracting poor students
towards skilled training? (use separate page if needed)
………………………………………………………………………………………………………………………………………………