Skills Development: Vocational Education
in the Islamic Countries
195
THEME 4: The success and failure with regards to relationship between the vocational
education and the poverty in the context of Uganda
S/No ITEMS T SA A N DA SDA X
1 People have negative
attitudes towards enrolling
TVET sectors
19 2
10.5%
9
47.4%
4
21.1%
4
21.1%
0 3.47
2 Skill training has reduced
poverty levels in the country
19 1
5.3%
12
63.2%
2
10.5%
4
21.1%
0 3.53
3 Due to gender inequality, the
majority of women have not
been trained
19 1
5.3%
6
31.6%
0 11
57.9%
1
5.3%
2.74
4 Many industries have
provided on job training to
enhance skills
19 2
10.5%
12
63.2%
2
10.5%
2
10.5%
1
5.3%
3.63
5 The country has provision to
send skilled manpower to
other countries (who in
return earn foreign
currency)
19 2
10.5
9
47.4%
4
21.1%
3
15.8%
1
5.3%
3.42
6 The graduates are not
competent to meet industrial
requirement
19 4
21.1%
8
42.1%
2
10.5%
5
26.3%
0 3.58
THEME 5: The role of NGO’s, international organizations, donor agencies and their practices
S/No ITEMS T SA A N DA SDA X
1 NGO and other donor
agencies helped woman
and other disadvantages
groups (poor people) in
skill training
19 2
10.5%
13
68.4%
2
10.5%
2
10.5%
0 3.79
2 Foreign investors, NGO’s
and donor agencies took
initiatives to open
industries for skilled people
19 0 11
57.9%
3
15.8%
3
15.8%
2
10.5%
3.21
3 NGO’s and donor agencies
provide small funds to the
poor skilled people for start
up business
19 1
5.3%
13
68.4%
1
5.3%
3
15.8%
1
5.3%
3.53
4 The NGOs and other donor
agencies worked jointly
with the government in
formulating projects to
reduce poverty and
unemployment
19 2
10.5%
12
63.2%
0 5
26.3%
0 3.58
5 NGO and other donor
agencies provides fund
(aids) for skill training
19 2
10.5%
12
63.2%
1
5.3%
3
15.8%
1
5.3%
3.58
6 NGO and other donor
agencies provide free skills
for poor students
19 2
10.5%
8
42.1%
2
10.5%
4
21.1%
3
15.8%
3.11