Department of Technical Teacher and Instructor Education

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    Confronting the Challenges of University Technical Vocational Education and Training in Uganda
    (African Journal of Education, Science and Technology, 2022-11) Agole, Peter; Bonneventure, Kerre; Ochieng, David; Okaka, Wilson
    This paper presents the major institutional, community, national, and regional challenges of promoting effective Technical Vocational Education and Training(TVET) training system in line with the 2030 SDG 4 with a focus on Uganda. Uganda has been faced with several attempts to reform the vocational education system and the country has continued to meet various levels and bases of political social-economic and environmental challenges. The objectives of the paper was to examine the political challenges facing TVET in Uganda; assess the social factors that have affected the prospect of TVET in the country, and establish the major economic factors that have negated the planning of vocational education in Uganda and discuss the common environmental issues that have affected the success planning of vocational education of the country, this paper was informed by policy analysis and systematic literature review with a focus on documents obtained from the Ugandan government and national vocational institutions in the country. More information was obtained from internet sources, new bulletin, e-mail discussion experiential learning and informal discussion with key informants on the subject. Results indicated that enabling political, social, environmental, and economic factors are critical for the productive performance of successful national TVET planning in Uganda. In addition, it is imperative to promote social, economic, environmental, and political commitment at the top level for a prudent inclusive TVET system, curriculum planning envisaged by the SG4. The roles of public-private community partnerships (PPCP) should be well planned, funded, coordinated, motivated, and constantly fully enhanced for effective TVET implementation in
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    Didactic infrastructure management and curriculum implementation in public universities in Northern Uganda
    (East African Journal of Education Studies, 2024-06-13) Emmanuel, Acidri Bileti; Stephen, Ndawula; Harriet, Kebirungi; Joseph, Rwothumio
    This study investigated the levels of curriculum implementation and didactic infrastructure management in public universities in Northern Uganda. It evaluated the influence of didactic infrastructure management on curriculum implementation in public universities in Northern Uganda. It was hypothesised that didactic infrastructure management has no significant relationship with curriculum implementation in public universities in Northern Uganda. The study was guided by a pragmatic worldview and embraced a concurrent mixed- methods research design. The study used a questionnaire to collect quantitative data from 123 respondents. Qualitative data was collected from 26 participants through interviews. Furthermore, eight focus group discussions were conducted. The quantitative data collected was analysed using descriptive statistics, correlation coefficient analysis and multiple linear regression techniques, while thematic analysis techniques were used to analyse qualitative data. The study revealed that, generally, the levels of curriculum implementation were low and didactic infrastructure management was moderate. The study results showed that didactic infrastructure management had a significant influence on curriculum implementation in public universities in Northern Uganda. The null hypothesis that didactic infrastructure management has no significant relationship with curriculum implementation in public universities in Northern Uganda was rejected. The study concluded that didactic infrastructure management is significant for curriculum implementation. Therefore, it was recommended that public universities in Northern Uganda improve the management of their didactic infrastructure, such as libraries, sports facilities, and halls, to further enhance curriculum implementation, especially in areas of preparation for teaching, content delivery, and assessment of learning.
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    Enhancement of employability skills in pre-service teacher training programmes in teacher training institutions in Uganda: a case of Kyambogo University
    (Kyambogo University (Unpublised work), 2025-11) Kakooza, Abdulaziz
    This study explored the enhancement of employability skills in pre-service teacher training programmes in Uganda, using Kyambogo University as a case study. Grounded in Human Capital Theory, the research was motivated by the growing concerns that graduates of pre-service teacher education programmes, while often proficient in pedagogical and subject content knowledge, often lack the employability skills needed for a dynamic and competitive labour market. The study sought to identify the employability skills valued by employers of graduate teachers, assess the extent to which these skills are incorporated in pre-service training, and propose strategies for their enhancement. Hinged on an interpretivist paradigm, a qualitative case study design was employed. Data was collected through key informant interviews with lecturers, department heads, and employers; focus group discussions with final-year pre-service teacher trainees; and documentary analysis of curriculum materials. Purposive sampling yielded a total of 38 participants. Thematic analysis was conducted using an inductive approach. Findings revealed that employers prioritise employability skills such as communication, collaboration, critical thinking, creativity, leadership, problem-solving, adaptability, time management, emotional intelligence, and self-sufficiency. However, these skills are not explicitly and systematically addressed within the current curriculum. Their development is often incidental, varying across course units and largely dependent on individual lecturers. Challenges such as overcrowded classrooms, limited faculty capacity, inconsistent assessment practices, and inadequate institutional support further constrain the enhancement of employability skills. The study recommends a comprehensive strategy to enhance employability skills in pre-service teacher training programmes. This includes curriculum reform to explicitly embed these skills across learning outcomes, instructional methods, and assessments; fostering institutional linkages with secondary school employers; building lecturer capacity; implementing holistic assessment frameworks; and establishing supportive policy and administrative structures. These measures are vital for equipping graduate teachers with the competencies to thrive in evolving educational and workplace contexts.
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    Perceptions of pre-service technical teachers on the teaching and learning activities in teacher instructor colleges of Uganda
    (East African Journal of Education Studies, 2024-05) Denis, Kintu
    Understanding perceptions about the teaching and learning activities has implications on the way teacher training programs can be improved and influences trainers’ motivation. The aim of the study was to examine pre- service technical teachers’ perceptions of the teaching and learning activities in teacher-instructor colleges in Uganda. The following research questions guided the study; “Is the time allocated for the teaching and learning activities adequate; how is the tutoring conducted; are the pre-service teachers satisfied with the assignments given; do the pre-service teachers trust the teaching and learning process and are the pre-service teachers satisfied with the equipment and materials used for training? The study adopted across sectional survey design. Data was collected from 168 pre-service technical teachers using a researcher-constructed questionnaire. The data gathered was analysed using SPSS and presented as descriptive statistics. The findings revealed that time for teaching and learning; tutoring (organization of training), and assignments given were adequate; pre-service technical teachers trusted the teaching and learning process; however, they observed that the equipment and materials were inadequate for training. It was therefore recommended that the government increase the budget for technical teacher instructor institutions; lobbying for funds through; private partnerships, companies, international donor agencies, tax rebates, fellowships, and research grants to purchase adequate training equipment and engage policy makers to create mechanisms for responding to constant technology advancement for technical teacher instructor training institutions to cope.
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    Pre-service teachers’ technological, pedagogical and content capability and digital pedagogy readiness
    (Journal of Teacher Education and Educators, 2023-09-12) Kishabale, Bashir; Luyima, Jimmy
    Despite evident efforts made, limited digital pedagogical practice among pre-service teach- ers has been noticed. The study sought to investigate pre-service teachers’ perceptions of their technological, pedagogical, content capabilities; validate the digital pedagogy readiness model; and establish the influence of technological, pedagogical and content capabilities on pre-service teachers’ digital pedagogy readiness. Mishra and Koehler’s TPACK Framework (2006) formed the study’s theoretical ground to derive the technological-pedagogical-content capability sub-constructs. A 30-item scale was used to collect data from 351 pre-service teachers of Kyambogo University. Descriptive statistical analysis was employed to establish the respondents’ perceptions on the variables under study, while Structural Equation Mod- eling (SEM) was applied to validate the model and test the hypotheses. Findings revealed that pre-service teachers were in agreement regarding their perceptions of the capabilities; the hypothesised digital pedagogy Readiness model showed fit to the data; and. the influence of technological-pedagogical-content capability on pre-service teachers’ digital pedagogy readi- ness was statistically significant. The study enriches existing literature on the role of TPACK in fostering teachers’ digital pedagogy which is vital for the 21st century classroom. The find- ings are further useful to the Ministry of Education and Sports and affiliated agencies in fast tracking the implementation of the Education digital agenda.