| 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.
1.2 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.
1.3 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. | en_US |
