Technical Vocational Education and Training in Uganda: Career guidance and practices

Abstract

Background: Effective career guidance is critical in Technical Vocational Education and Training in Uganda (TVET). The current career guidance practice is weighed down by lack of; funds, trained personnel, and policy. Since many studies explore career practices in secondary schools, examining the specific approaches in TVET as an entity is new.

Objective: This study investigated the established career guidance practices for TVET in Uganda and it also aimed to determine the definition and goal of career guidance in TVET, including the related activities, impacts, and challenges.

Method: A qualitative study using open-ended questions and interviews was employed. The questions were hosted on Google Forms. The questionnaire link was shared on the participant’s WhatsApp group by a contact person. Seventeen participants responded plus interviewees (3). The data was transcribed and synthesized in Microsoft Word with a three-column table to identify emerging patterns and themes.

Results: The findings reveal that career guidance is very vital in TVET as much as it is in secondary schools, and it needs funding, trained personnel, policy, and planning. In addition, a model for institutions to follow in implementation of career guidance is relevant to streamline the service to all students. As well as a categorical service that caters for each student’s ability, talent, interests, and growth.

Conclusion: The non-uniformity in career guidance implementation can be solved by creating a model that can be followed by all institutions. Looking into the major setbacks such as poor funding, few trained personnel, and no policy framework is paramount.

Contribution: The current situation, engagements and potential of career guidance in Technical Vocational Education and Training in Uganda was explored in this article.