| dc.description.abstract | In 2010, the Government of Uganda adopted Vision 2040 as the overarching framework to support socio-economic transformation. The vision, which is to be operationalised by a series of National Development Plans (NDPs), commits to policy reforms that emphasise increased competitiveness and apt human capital development. Consequently, the second National Development Plan (NDPs) prioritise human development and creation of skilled manpower for national development. Government through this policy introduces a TVET system which will holistically address Uganda’s skilling challenges in order to achieve the desired national goals of increased productivity, labour market efficiency, and technological readiness. The TVET policy accentuates that skills are necessary for work including lifelong learning. Lifelong learning puts emphasis on learning how to learn and how to adapt rather than just learning specific occupations. Thus, the need to balance generic learning, social and vocational skills for work in a multi-cultural and globalised environment. In addition, TVET requires multiple pathways to support learners from schools to work transitions in order to facilitate the switch from general formal, non-formal and informal approaches to vocational education. Currently, TVET delivery does not address the shortage of practical skills required in the economy for income generation. The current training emphasises acquisition of academic certificates instead of emphasizing the acquisition of the requisite skills and competencies needed in the world of work. The delivery methods are largely theoretical and academic as opposed to flexible, work-oriented and practical delivery approaches. This has led to major loss of economic productivity, competitiveness and consequently to the high levels of either unemployment or underemployment. The TVET policy has been developed in consultation with all the relevant stakeholders to not only address the above constraints but also to strategically reform both the current general education and the technical and vocational education and training systems from a knowledge based and theoretical system to a competence-based system. | en_US |
