Masters Degree Dissertations

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Vocational education and training (VET) graduates and the labour market in Uganda: A Case Study of Art and Industrial Design at Kyambogo University
(Kyambogo University [unpublished work], 2010-12) Tusiime, Wycliff Edwin
This study looked into the relevance of knowledge and skills acquired by Vocational Education and Training graduates in the field of Art and Industrial design at Kyambogo University in relation to the changing requirements of the labour market I world of work in Uganda during the last century. A descriptive research design was followed, in which questionnaires; an interview guide, record form and an observation guide were used to collect data from a sample that included lecturers, students in industrial training, employers and recent graduates. The research findings revealed a mismatch between the knowledge and skills acquired by graduates and the knowledge and skills demanded on the labour market. The researcher concluded that practical skills gained by graduates tend to remain on the level of theoretical learning since the methods employed in teaching and learning do not emphasize the hands-on pedagogical approach of learning in relation to the world of work. It is recommended that the Government of Uganda focuses more attention on and equips vocational institutions including Kyambogo University, and the Department of Art and Industrial Design in particular, with materials, equipment and instruction capable of enhancing vocational pedagogical learning needed in working life.
Analysis of the hospitality training curriculum at university level. a case study of Makerere University business school and Nkumba University
(Kyambogo University (un published work), 2010-12) Mugoya, Arajab
This work entitled: "Analysis of the hospitality training curriculum at university level. A case study of Makerere University Business School and Nkumba University"; is an outcome of an investigative study undertaken with the purpose of assessing how the university hospitality curriculum addresses the industry skills demands. The study was conducted over a period of four months from April 2010 to July 201 0 in two universities and two hotels. A total of 41 respondents, comprizing of 26 students, eight trainers and seven hotel managers participated in the study. A qualitative approach to the problem under investigation was adopted using a descriptive research design. The main methods of data collection included interviews, documentary analysis, focus group discussions and participant observation. The study established that although the documented aims and objectives of the university hospitality curriculum reflected the areas of competence identified as desirable by the employers, in practice there was a mismatch. While hotel managers advocated for graduates with practical skills, universities produced graduates with more of wider knowledge and managerial skills than the hospitality craft skills needed by the employers. In the study findings, contrary to industry expectations, theoretical straight lecture methods took 65% of study time and only 35% study time was allocated to practicals. The industrial attachment period of three months was also found to be too short to provide the learners with meaningful industrial experience. These existing practices were contrary to the arguments put forward by vocational educationists that curriculum should reflect occupation needs. Vocational educationists emphasize pedagogical strategies that address the head, heart and body so as to equip the learner with the necessary knowledge, attitude and skills needed in the world of work. The dominance of straight theoretical lectures as a mode of instruction at universities
Girl's participation in wildlife training in Uganda: a case study of Uganda wildlife training institute in Kasese district
(Kyambogo University (un published work), 2010-12) Turyamwesimira, John
The purpose of the study was to investigate the girls' participation in Wildlife Training in Uganda with a specific focus on Uganda Wildlife Training Institute. Objectives of the study were; to analyze the academic factors affecting girls' participation in wildlife training activities, to analyze the socio-cultural factors affecting the participation of girls in wildlife training and to assess efforts put in place to improve the participation of girls in wildlife training. The study employed qualitative research methods and established that the main motivation factor of students' present programme of study is their desire for wildlife. A bigger number of students don't get effective career guidance, and gender role models do affect students' participation in learning process. There is no gender bias by teachers/instructors in training programs at Uganda wildlife training institute however there is a large number of boys than girls. The study further found that girls lacked confidence when it comes to practical and science subjects. Girls demonstrate weakness when it comes to activities that require excessive muscle exertion. The disparities in participation between boys and girls in training activities affect the performance of students there are perceived gender roles in societies where students come from. The study concluded that participation in wildlife training programs remains asymmetrical due to the disparities in contribution between boys and girls. The academic factors as well as socio cultural factors do favor the participation of male learners as compared to females in the training programs and therefore affect their final performance and awards. The disparities between boys and girls in wildlife training remain at large despite several efforts put in place by different stakeholders to bridge the gaps.
Vocational education and training (vet) development in present day southern Sudan against the background of the 1983-2005 civil war: A case of Juba county
(Kyambogo University[unpublished work], 2011-01) Badinga, Benjamin
The study looked into how the war affected Vocational Education and Training (VET) and its development at the Multi-Service Training Centre in Juba County since its formation in 1973 . This was undertaken with an objective of assessing its needs today, in 2010. VI The purpose of the study was to examine how vocational education was affected by the civil war of 1983-2005. I carried out a literature search to identify gaps and similarities in the post conflict environment, and examining war situations that were comparable to that of Southern Sudan. Data were collected using both questionnaires and interview guides from a range of respondents including MTC staff, students and partners to vocational education in the region. The data were qualitatively analyzed. It has been discovered that besides the infrastructural damage caused to this Vocational Education and Training institution in Juba County by the civil war, the aftermath of the war has led to vocational education being neglected. There has been a lack of will from the government despite their knowledge of the value of such education, not denying the fact that, huge sums of money are needed to restart VET. The study found out that there are a lot of gaps in VET progress such as lack of policy, lack of a national curriculum and an existing central VET system with poorly motivated instructors. VET is run by NGOs while the major role of the government at the moment is to coordinate rather than manage activities in this field of education. It is recommended that government invests more into VET, promulgates VET policy and inaugurates a national curriculum and seeks ways to motivate the instructors so as to improve the status and esteem of VET in Southern Sudan.
The relevance of Uganda’s formal vocational education to the labour market requirements (case study: electrical engineering field)
(Kyambogo University (un published work), 2011-01) Kikomeko, Joseph
The purpose of this study was to examine the actual state of Uganda's formal vocational education in the field of electrical engineering and the degree to which it meets today's labour market requirements. The findings are intended to act as a point of departure for the BTVET department in the Ministry of Education and Sports, to enhance policies that will change the vocational education curriculum in Uganda to match the effects of globalization. The research was exploratory and descriptive in nature. Data were obtained from governing board members, trainers and trainees from VET institutions, employed VET graduates and their employers and a retired senior employee of UEB, who were purposively and randomly sampled. Interview, observation, and documentary analysis methods were employed for data collection and data were qualitatively analyzed. The main findings were that VET institutions in Uganda operate in isolation from the world of work, they are ill equipped; hence practice theoretical training with a negligible amount of hands-on learning. The curriculum used is outdated and does not fully match the labour market requirements of an electrician today. I conclude that the current training accorded to electricians does not fully equip trainees with the world of work requirements. I therefore recommend an urgent review of the curriculum for training of electricians; re-introduction of apprenticeship; re-training of instructors and increase funding of VET institutions both by public and private sectors.
Experiences of learners with visual impairment in vocational education and training institutions. A case of two vocational education and training institutions for the blind in the districts of Mbale and Mukono
(Kyambogo University[unpublished work], 2011-01) Chebet, Shamim
This study sought to investigate experiences of learners with Visual Impairment in Vocational Education and Training institutions with regards to Special devices used to enhance learning for persons with visual impairment, curriculum offered to learners with visual impai1ment, pedagogical approaches used to train learners with visual impairment, and the attitudes of teachers linstructors towards learners with visual impairment. The study was carried out in two vocational education and training institutions for the blind. The categories of respondents that were involved in the study were the administrators, instructors/teachers and learners with visual impairment. The study sample comprised two (02) administrators, five (05) teachers and five (05) learners with visual impairment from each of the selected vocational Education and training institutions. Interviews, observation and documentary analysis were used as research methods to collect data from the subjects. Data was analyzed according to the research objectives using a qualitative approach. The findings revealed that vocational institutions used for this study did not have sufficient special devices that could enhance learning for persons with visual impairment. This was associated to lack of adequate financial and material support to vocational institutions for people with visual impairment by the government. The study revealed that the curriculum followed at the institutions was basically to equip students with visual impairment with skills to enable them live independently but it was outdated and needed to be updated. The study also found out that institutions adhered to the principles of vocational didactics; their learning/teaching activities included vocational theory, and vocational practice apart from general knowledge which was not adhered to. Pedagogical approaches used to train learners with visual impainnent were mainly group work and individual learning depending on the activity at hand. The study also found out that teachers had a negative attitude towards leamers with visual impaim1ent and did not have the skills to train them The study made the following recommendations; institutions providing vocational skills for learners with visual impairment should be supported by government by providing special devices, the curriculum should be updated to suit the demands of the labor market and the general knowledge should be embedded in the curriculum, government should train and deploy special needs teachers in vocational institutions and teachers should change their attitude towards learners with visual impairment.
Learning and Application of Indigenous Knowledge by The Fishers of Kigungu landing Site on Lake Victoria (Uganda)
(Kyambogo University [unpublished work], 2011-01) Ogwang, Sam Patrick
This study describes and analyses the modes of transfer of indigenous fisheries knowledge and skills among the fisher community of Kigungu Landing site. It also looked at how the local knowledge held by fishers about the ecology of Nile Tilapia and Nile Perch fishes of Lake Victoria compares with the existing ecological scientific literature about those fishes. The study aimed at addressing the gender characteristics and roles in fishing, pedagogical principles and modes of learning in the fishing vocation, and to compare the ethno-ecological information provided by fishers with the existing scientific literature about the fishes mentioned. Data were obtained by interviewing fishers and landing site women using standardized interviews and participant observation. Twenty one (21) fishers and 8 women were interviewed respectively. The information collected from respondents included teachers of the vocation, age at joining the vocation, learning contents, modes of knowledge transfer and reproductive season, feeding, migratory behaviors and habitat of Nile Tilapia and Nile Perch and the indigenous science of navigation in the lake. The motivation for this research was to seek information about how fishers learnt the vocation?; how they found their way to and from the fishing grounds; and how they located fish stocks before they could set their fishing gear. We still know very little if any how fishers apply indigenous knowledge in fisheries and how they interpret weather (nature) in relation to fishing and how such knowledge is preserved and passed on to the next generation. Findings from this study revealed that Fishers comprised of only male while a few women provided employment and auxiliary services to fishers. Both male fishers and women were youths. The teachers of the vocation were close relatives (fathers, brothers, friends and uncles) and the fishers joined the vocation at the ages of as early as 10 to 30 years old. Learning was by doing through interaction with others, assisted by physical demonstration and verbal instructions from skills masters. Fishers used celestial bodies and land objects to trace their way the water. Local ecological knowledge held by most fishers agreed with available scientific literature about these fish species; however the reproductive biology of Nile perch, a fish they (fishers) know very well could not be established amongst them. The present study highlighted some contribution that the local fishers of Kigungu landing site could make to improve the formal training of vocational fisheries scientists in formal training institutions and in the management of fisheries recourses. It further provided a hypothesis to be investigated in future research whether living close to urban dwellings limited the transfer of indigenous knowledge among such community. Further it recommended future studies to find out why fishers olderthan 40 years were absent from Kigungu landing site and a possible explaination if this absence had something to do with limited indigenous knowledge (reproductive biology of Nile perch) and scarcity of indigenous fishing gear at the landing site.
Fulfilling occupational skills requirements: the case of adult and community education training at Kyambogo University
(Kyambogo University (un published work), 2011-01) Kulabako, Mary
The study was carried out in the Department of Adult and Community Education (ACE) at Kyambogo University to assess the occupational skills training provided by the Department for the graduates working in Kampala district. It was guided by three objectives: to examine the possible competence gaps in respect to practical performance of tasks by the graduates, examine the training curriculum provided by the Department of ACE and analyse the pedagogical approaches employed by the teaching staff during the training. The results from the study should have practical implications for both the department and curriculum developers to improve the curriculum, to produce graduates who might better meet the demands of the workplaces. The inquiry used a descriptive study design taking a qualitative approach based on a sample of 25 respondents comprised of the teaching staff, the graduates already working and undergraduates in their final year. These were selected using simple random and systematic sampling techniques. Data were collected using indepth interviews, observation and documentary analysis. The main findings showed that graduates were not able to perform well during the practical tasks. One important reason to note for this situation is the fact that the training was basically theoretical even on aspects that should have (based on the researchers' well founded meaning) been practical. In terms of content in the curriculum, the department was giving quite an elaborate range of course units and a good number of them were found to be relevant to the work that the graduates were doing. The curriculum had however some shortcomings. The major component lacking in the curriculum was Information Communication Technology (ICT), and the graduates thought it was very vital, if they were to perform their work effectively. The common pedagogical approach used by the teaching staff during the teaching was lecture method. This was reported to be more theoretical even on practical aspects in the curriculum. Other approaches used, but on a small scale, were field placements during the recess terms, group tasks and discussions. The study concluded that ACE training programme at Kyambogo University was relevant to the activities the graduates participated in while at work. Although the content was relevant, th􀁾 theoretical mode of teaching had its shortcomings in terms of equipping the graduates with relevant skills required by the labour market. The detachment of the theory from the practice cannot equip the graduates with the practical skills required of them to perform practical tasks. The study recommends that the department should adopt a more ''hands-on" approach to teaching which can involve the learners practically so as to help them see the connections between the theory-based 􀁿d the practice-based learning by moving, as learners, from practice to theory and back again.
Sensitivity of vocational education institutions to the needs of learners with physical disability: a case study of ocoko rehabilitation centre in arua Uganda
(Kyambogo University (Unpublished work), 2011-01) Draji, John Bosco
The purpose of the study was to investigate the sensitivity of vocational education institutions to the needs of learners with physical disability by taking a case study of Ocoko Rehabilitation Centre in Arua, Uganda. The study was guided by three research objectives namely: to establish the relevance of the vocational education curriculum in relation to learners with physical disability, assess the role of teachers in enhancing the learning process of learners with physical disability and to find out how the various assistive devices available in the vocational institution enhanced learning for students with physical disability. The population under the study included 3 administrators, 6 teachers and 18 students making a total of 27. The sample for the study consisted of 11 respondents broken down into the different categories as follows; 1 administrator, 4 teachers and 6 students. The methods the researcher used for data collection were in depth interviews with key respondents and personal observations. The instruments used for data collection were interview guides and observation list. The category of respondents included; one administrator, 4 teachers and 6 students. Data analysis was carried out by the use of qualitative methods, mainly descriptive in nature. The findings presented were analyzed following objectives of this study: The findings of the study indicated that the vocational education curriculum which consisted of training in leather work, tailoring, knitting and weaving, carpentry and joinery, metal work and pastoral subjects was relevant to the needs of learners with physical disability and the world of work. This is because the learners with physical disability were able to learn any one of the subjects in the curriculum depending on their individual choices and abilities. The learners were taught both vocational theory and practice at the institution. This made the learners self reliant on completion of their courses. The findings revealed that materials for practicals were in short supply across all the subjects and this reduced the effectiveness of the curriculum. The study findings also showed that the role played by teachers at Ocoko Rehabilitation. Centre in enhancing the learning process of learners with physical disability was limited by the fact that there were no professionally trained teachers of special needs education at the centre. The results also indicated that assistive devices relevantly enhanced the learning process for learners with physical disability in one way or the other. Based on the findings, it is recommended that government should adequately fund the centre and facilitates in-service training of teachers already serving at the centre in special needs education. More teachers of special needs education should be recruited to offset the shortage of teachers to cater for the special needs of learners with physical disability in vocational education institutions. Funding should be directed towards meeting the needs of learners with physical disability such as assistive devices and teaching-learning materials. Policy makers at all levels should mobilize and sensitize the community towards strengthening the sensitivity of vocational education institutions in Uganda to the needs of learners with physical disability.
The feasibility of competence based education and training policy in the Ugandan context a case: the painting and decorator programme Lugogo vocational training Institute
(Kyambogo University (un published work), 2012-02) Abeine, Abdul
The efforts to effectively reform Business Technical Vocational Education and Training (BTVET) towards a Competence Based Education and Training (CBET) in Uganda began in 2004 with the development of the Uganda Vocational Qualifications Framework instruments in order to effectively enhance CBET mechanisms in Uganda's education systems. Four years later the introduction of Assessment Training Packages (ATPs) into selected BTVET learning institutions has caused radical changes both negative and positive in teaching, learning and assessment processes within the BTVET sector in Uganda. . In accordance with the aims of this thesis, we sought to understand the sequence of events in the evolution of CBE/T in Uganda, this study therefore brings an overview of relevant reports, recommendations and reviews, as well as voices of expatriates pertaining to CBET seeking to answer two fundamental questions; Is there a place for a competency-based approach to be formally integrated into Uganda's formal BTVET sector? Is the integration of CBET into the current formal BTVET context practical? A qualitative methodology was used to carry out the study. The data examined comprised of documents pertaining to competency-based programs, information from descriptive surveys and in-depth interviews conducted with a group of participants with a long term experience in teaching, and/or designing curriculum for competency-based programs in the BTVET sectors. The Data collected was coded throughout the collection process and analyzed for identification of themes and interpretation. Results of the study suggest that competency-based learning has a place in the formal BTVET sector and can be effective in those elements of a course which place an emphasis on technical tasks. Its suitability was acknowledged as a component part of an integrated approach rather than a single approach. Results also suggested that the nature of competency-based programs in the BTVET sector tends to produce a rigidity of thinking, based on the ability to follow specific procedures, whereas the aims of the BTVET sector especially institutions of higher learning require graduates to acquire functional knowledge based on analytic inquiry. This implies that the BTVET sector needs to look 'beyond skill' to producing graduates with the required generic skills and attributes considered to be both employable and acceptable within the broader community. Results also suggested that given the status of BTVET in Uganda (infested with low levels of financing, inadequate quality assurance mechanisms, slow response to technological advancements, lack of binding public private partnerships, ill equipped school workshops and laboratories, negative attitudes towards TVET etc.) CBET can best be practical and sustainable at lower levels of Competences, and in selected BTVET learning institutions
Technical training and work performance of water technicians: experiences at national water and sewerage corporation Uganda
(Kyambogo University (un published work), 2012-10) Tebekiza, Fredrick Arinaitwe
The purpose of the study was to establish how training in technical institutions prepares water technicians for task performance at the work place with National Water and Sewerage Corporation as the case study. This was prompted by the World Bank report and National Develop(Jlent Plan that VET graduates have limited skills to perform work tasks. In addition the observed malfunctioning of the water and sanitation facilities in our communities can partly be attributed to limited competencies by the water technicians. Moreover no studies had been done outlining the capacity of VET institutions to offer skills on case by case basis. The specific objectives were to: Identify tasks performed by water technicians at National Water and Sewerage Corporation and skill .requirement for each task; examine the capacity of training institutions to offer skills required for each job task in terms of tools, materials and equipment and teaching staff; and compare skill requirements with the training curriculum and identify gaps. The study was limited to institutions that train water technicians in Uganda and included Kyambogo University and Uganda technical colleges of Lira, Bushenyi and Kichwamba and National Water and Sewerage Corporation, the largest single employer of water technicians in Uganda. The study focused on availability of training equipment, tools, materials, teaching staff and curriculum. The target population at the work place was technicians and Engineers. The target population at training institutions was students, workshop technicians/heads of departments. The research design used was descriptive and instruments used included questionnaires, observation checklists, photographs, interview guides and documentary analysis guide. The validity of data was ensured by using different instruments on the same population while reliability was ensured by pre-testing the instruments on a sample target group. The quantitative data was analyzed by excel software to get frequencies, percentages and charts that guided the interpretation of results. Result indicated most technicians at the work place go through on job training for at least one year before being recruited by working under a skilled person. The training aims at mastering skills in surveying, plumbing, water quality testing and analysis, material testing and measurement; the skills that are required to carry out job tasks at the work place. This training is necessary to fill the gap in training at institutions as found out that most students have on average two practical hours per week out of twelve recommended by the curriculum. Modules like water quality testing are not practiced at all as none of the institutions had the relevant equipment. The curriculum lacked coverage of skills in customer care and marketing. It was therefore concluded that had the institutions been fully facilitated with tools and equipment, the instructors guided by the curriculum would fully guide quality training and the result would be technician graduates who efficiently provide water and sewerage services to the population at minimum training costs to the employers. The sampled workplace being the single largest employer of water technicians in Uganda, the results truly represent the practice of water technicians and their quality in the water sector in Uganda. It is recommended that instructors be assessed with the aim of building their capacity in addition to equipping workshops. The identified gaps in the curricula should also be addressed.
Improving students' skills practice in safety management in educational workshop in tee department of mechanical and production engineering of Kyambogo University
(Kyambogo University (un published work), 2012-10) Agole, Peter
The study set to investigate students skills practice 111 safety management in educational workshop. The study was guided by the following objectives; To identify the safety measures to be used in skills practice at the department of Mechanical and production Engineering, to design precautionary signs for Skills Practice in the department of Mechanical and production Engineering, implement safety measures for skills practice in the department of Mechanical and production Engineering. In the study, a descriptive research design was used, where both qualitative and quantitative research methods were used. The total number of respondents who participated in the study was 30 and these included the Head of Department, lecturers, students, technicians from the Mechanical & Production Engineering Department of Kyambogo University. Data was collected from respondents by use of questionnaires and interview guide as the research instruments. Data was presented and analyzed using tables and then descriptions were done using percentages. From the study findings, respondents enumerated common hazards in the training Workshops of Kyambogo University and they gave the following Physical hazard, Ergonomic hazards, Chemical hazards, Psychological hazards and Biological hazards. The study also revealed that accidents always occur in the department of mechanical and production workshops. The study revealed that the common causes of accidents in the workshop are Lack of knowledge about tools and equipment used, lack of safety gears, carelessness of students, nonuser of safety protective wears, improper storage of materials, lack of proper instructions to follow, use of recommend tools for a particular task, lack of supervision, congestion in the workshop and unawareness of the operations safety hazards. The following were given as strategies to improve on the depmiment workshop, warning signs which should be put in place with clear writings, providing protective gears to students and staff, provision of first aid kits, training have health and occupation safety team to evaluate and assess for improvement, renovation of workshops, warning rags be put on machines and it was concluded that that Kyambogo University lacks a proper and basic safety management practice trainings and therefore measures to improve the proper and basic safety management practice training should be in place.
An evaluation of integration of information communication technology into business education and training programmes in Uganda colleges of commerce – Soroti
(Kyambogo University (un published work), 2012-11) Adongo, Milly Margaret
Business, Technical, Vocational Education and Training (BTVET) institutions in Uganda have integrated Information Communication Technology (ICT) into their training programmes to cope up with rapid changes in technology. However, the labour market indicators have pointed to unmet skills requirement in ICT amongst employees. The study was carried out to: find out the level of integration of ICT into the training programmes of UCCs, establish whether the integration of ICT into the training programmes makes the graduates more acceptable to the employers than those without and identify the constraints involved in the integration of ICT into the training. The study used a descriptive survey design taking both quantitative and qualitative approaches. Purposive, snowball and systematic random sampling techniques were used to select the respondents. The methods used to collect data were majorly interviews, self administered questionnaire, observation and document analysis. Qualitative data was subjected to descriptive analysis and quantitative data analysis was done using simple statistical methods. It was generally found out that the level of training in ICT in UCCS is relatively low. Limited software and inadequate period for training were equally found to affect the level of ICT training. The graduates were found to be acceptable to the employers though they have to be retrained on the tailor-made programmes that are nonexistent at college. Constraints involved in training include administrative, manpower, financial, time and technical constraints. The study recommended provision of a variety of software for training in different technologies and review of curriculum to offer more practical . oriented training. Others included procurement of more computers t9 cater for the large student numbers, installation of the internet, procurement of a standby generator with a larger capacity and increase budget allocation for ICT training. Recruitment of a systems administrator, more ICT lecturers and administrative support in updating their skills was suggested. The employment agencies should be involved in curriculum design and reviews in order to minimize mismatch between training provisions and requirements in the job market.
Technical education and training in higher institutions of learning and graduate employment: a case of Kyambogo University
(Kyambogo University (un published work), 2012-12) Okware, James Collins
Unemployment among university graduates is a serious concern for communities and government in Uganda. I undertook this study to understand the link between technical training offered at Kyambogo University and the employment prospects of its graduates. Specific objectives of the study were to establish the state of the training tools, equipment and infrastructure; to ascertain how technical training was conducted; to examine the impact of technical training offered in Kyambogo University on the employment prospects of graduates in the job market; and to determine the skills which are on high demand in the current job market. The study was qualitative in approach; it was descriptive and triangulated the interview, focus group discussion (FGD) and documentary analysis methods for data collection. Major findings were: the training tools, equipment and physical infrastructure in Kyambogo University are outdated, insufficient and are irrelevant; and fall short of the requirements for delivering productive technical training to meet the unique competency requirements of the current job market. There was no specific policy to guide the periodic replacement and up-to-datedness of training tools, equipment and infrastructure. Training in Kyambogo University was limited to almost only teaching, it is theoretical and exam oriented. Rapid changes in science and technology, negative attitude, lack of individual creativity or enterprise, population explosion, corruption and nepotism have greatly impacted the employment prospects of Kyambogo University graduates. Employers regarded soft skills of graduates more than the hard (technical) skills when recruiting graduates. The 'hard skills' on high demand are accounting, ban􀂄ing and financial management; hotel & tourism, construction engineering, telecom engineering, mechanical engineering, oil & gas engineering, renewable and alternative and renewable energy engineering, agriculture, agribusiness, agro-processing and value addition, information technology, research, consultancy, professional sports and politics. Based on the study findings, I recommend that the library be accorded due recognition as the nucleus of academic activity in the university and be resourced accordingly; that policies be put in place to keep all technical training equipment and infrastructure current and up-to-date; that technical training at Kyambogo be made more practical (vocational) than is the case at present; that the cunicula be developed and training be conducted in cooperation with local industry and the world of work and that Kyambogo University urgently integrates research and publishing as core aspects of its academic activity.
Prevalence of mulnutruition and training interventions for mothers in South Sudan (a case study of Malakai county)
(Kyambogo University (un published work), 2012-12) Yata, Jackeline Simon
Malnutrition is a prevalent challenge in South Sudan and training interventions for mothers to address this challenge are in place in various counties. The purpose of the study was to assess the nutritional training interventions for mothers aimed at mitigating malnutrition among children in South Sudan. The objectives of the study were to identify and assess the nutrition training interventions for mothers being carried out in Dengershufu Payam in Malakai County; to establish the critical measures put in place to reduce malnutrition, and to establish appropriate training options for curtailing the prevalence of malnutrition. The data collection methods employed in the study were qualitative in nature; and the research instruments used were interview guide, Focus Group Discussion (FGD) guide and the observation checklist. Results showed that, there were various players in designing training intervention programmes for mothers in South Sudan; these included; the Government of South Sudan (GOSS), UNICEF, and NGOs. UNICEF taking the leading role. The results also revealed, that the measures used in mitigating malnutrition in Dengershufu Payam include; community sensitizations, awareness, promotion of exclusive breastfeeding and support for breast feeding mothers: encourage pregnant mothers to attend ANC visits and hygiene promotion. During the study I realized that, the training was helpful in making mothers aware and responsive to the challenges posed by malnutrition, however the training alone would not be sufficient enough to combat the problem of malnutrition without empowering mothers with means to earn in order to afford the diet. In regards to the finding the following recommendations were made: that nutrition education needs to be added in the school curriculum so as to empower future mothers and fathers with malnutrition preventive measures. Nutrition training curricula in south Sudan should be modularized according to the needs of mothers. The training should be flexible in accordance with the existing lifestyles of the people of South Sudan and pedagogical approaches to vocational training. Nutrition training curricula for mothers should be made more practical; it should use more of the visual teaching aids such as diagrams, posters, demonstrations, videos recordings, models, role playing, models cooking classes and audio visual communication rather than the usual theoretical approaches to teaching and learning. Public private partnerships (PPPs) with other stakeholders and sectors such as agriculture, health, education, media and NGOs should jointly carry out training so as not to send mixed or contradictory messages. In line with pedagogical approaches, nutrition training for mothers should be conducted in learning groups and teams so that the difficult learning tasks are shared and understood by all; tools, equipment and materials should be sufficient and up-to-date; given the cultural and gender power relations in Africa and South Sudan, where men traditionally control resources and are assumed to be the bread winners, they should also be involved in the training.
Industrial training as a workplace learning approach for hotel trainees of Kyambogo University
(Kyambogo University (un published work), 2013-01) Kalanda, Eric Douglas
Integration of workplace learning approaches in the training programmes of the higher education institutions have been key in bridging the gap between them and the industry. This has been facilitated by the increased realisation that learning from workplaces is vital in I inking the trainees and the world of work. This trend has also attracted hotel training at Kyambogo University to particularly meet the deficiencies in training at the university. The study was carried out in the Department of Human Nutrition and Home Economics (HN&HE) to examine Industrial Training as an approach to workplace learning for hotel trainees in order to establish the effect of its organisation on the expected benefits. It was guided by three objectives to; analyse the activities involved, examine the existing mechanisms and assess the constraints effecting Industrial Training. The descriptive case study design of the qualitative research approach based on a sample of 41 respondents comprised of the hotel trainees, university staff, an official of NCHE and staff in selected workplaces was used. The samples were selected using purposive, simple random and systematic sampling techniques. Data were collected using indepth interviews and document analysis. The main findings revealed that Industrial Training activities are organised in a cycle. In addition, there was no national legislation or policy to guide the implementation of Industrial Training supplemented by unspecific guidelines or policies and relationship between the university and workplaces resulting into haphazard implementation. The constraints were found to be as a result of the nature of the organisation and the systems used. The study concluded that the cyclic nature of Industrial Training makes it easy to implement. There were no formal relationships between the university and the workplaces making the learning based on majorly the input of the workplaces with less inclusion of the expectations of the university. The mismatch of the expectations of the university, workplaces and trainees were the notable causes of the constraints. The study recommends that strengthening the co-ordination of Industrial Training activities, enhancement of training in practical areas
The relationship between hospitality training and the needs of the labour market in selected hotels in Kampala
(Kyambogo University (Unpublished work), 2013-01) Nakyobe, Safinah
This thesis was done under the title; "The relationship between hospitality training and the needs of the labour market in selected hotels in Kampala". The purpose of this study was to investigate whether training conducted in middle level hospitality training institutions in Uganda meets the needs of the labour market in the hotel sector. The study was directed by three objectives that involved establishing the needs of the labour market in the hotel sector, examining how hospitality training is conducted in training institutions and identifying whether and where there are gaps in the training system in relation to the needs of the labour market in the hotel sector. The study was based mainly on a descriptive research design. Two training institutions and two hotels were selected because of their proximity to Kampala and accessibility to the researcher. The sample size was 52 respondents; composed of 34 learners, six instructors, two administrators, five trained hotel employees and five line managers/supervisors. Both simple random and purposive sampling techniques were used. Data were finally sorted, edited, coded and analysed qualitatively. The results of the study indicated that hospitality training institutions lacked adequate facilities to train and equip learners with knowledge, skills, attitudes and values needed in hotels. The discrepancies were identified in terms of inadequate training curricula, insufficient and inappropriate tools/equipment and materials in the training institutions and weak linkages between the training institutions and the hotels. The results from the study indicated that, the training methodology was more teacher-centered than learner centered. The learners did not seem to own their learning. In addition, it was established that learners undertook industrial training at the end of their training period in institutions and the industrial training in the work places had a short period of 3-4 months. Assessment and evaluation of learners in training institutions was through examinations with no consideration of learners' progression in practical activities assigned to them at school and their ability to demonstrate their knowledge in the work places. In light of the above findings, the researcher's recommendations included the following; equip hospitality training institutions with appropriate tools, equipment and materials, plan, review & develop curriculum to meet the changing skill needs in the hospitality industry, promote collaborative staff and student exchanges between institutions and hotels for better skill learning and application, integrate business & entrepreneurship training into hospitality training for income generation and subsidization of training expenses, increase on time allocated for industrial attachments, increase motivation of employers for effective collaborative industrial training.
Work-based competence and entrepreneurship training: a case study of Uganda College of Commerce Aduku, Apac district
(Kyambogo University (un published work), 2013-02) Awor Oguta, Mildred
This study sought to examine whether the entrepreneurship training curriculum offered at Uganda College of Commerce Aduku equips students with competences required in the world of work. The study was guided by three objectives; to establish the competence required of the entrepreneurship students in the world of work; examine whether the content in the entrepreneurship curriculum offered meets the world of work requirements and to establish the pedagogical approaches employed. The study was qualitative using descriptive design, based on 47 respondents comprising final year students, graduates, lecturers and entrepreneurs. The respondents were selected using convenient sampling technique, census sampling technique, snowball sampling technique and purposive sampling technique. Data were collected using in-depth interview guides, observation checklist, documentary checklist and focus group discussion guide. Data was analyzed descriptively using tables. The main findings revealed that the work-based competences acquired were inadequate, the content in the curriculum emphasizes theoretical training and the methods employed were traditional. Basing on these findings, the study concluded that, there were inadequate work-based competences due to the theoretically based content and traditional training approaches. The study therefore recommends that the National Curriculum Development Centre reviews entrepreneurship training curriculum with focus on the content and entrepreneurial pedagogical approaches.
The training of physical education teachers at Kyambogo University and their competence at school
(Kyambogo University (un published work), 2013-05) Balungi, Erinah
The study examined the training of secondary school PE teachers at Kyambogo University so as to determine the quality of training using the PE teacher profile designed by the MoES. It was guided by three objectives: To examine the curriculum used to train PE teachers; to determine the factors that affected the training of PE teachers; and to compare the curriculum used to train PE teachers with the suggested profile of a PE teacher. A descriptive study design based on a sample of 24 respondents was selected using purposive, stratified and snowball sampling techniques. Data was collected using in-depth interviews, observation and documentary analysis. The findings showed that, though training involved theory and practical lessons and that tools and materials were available, many of the available facilities needed improvement. Factors such as delays in reviewing the curriculum, putting greater emphasis on theoretical than practical assessment, and the allocation of inadequate time for practical lessons, among others, affected the training. The study concluded that the curriculum of the PE training programmes was relevant to the activities the PE teachers conducted in schools; that though assessment was both theoretical and practical, there was greater emphasis on the theoretical aspect of the training yet PE is a practical subject; and that only part of the PE profile was considered in the PE teacher training curriculum since it was a recent development from the MoES. The study recommends a review of the curriculum and bench marking with aspects of the PE teacher profile. It also recommends that the assessment criteria should be made more practical since PE is a practical teaching subject.
Gender and women participation in administration: a case of vocational institutions in central Uganda
(Kyambogo University (un published work), 2013-06) Atukwase, Aurelia
There is a growing need for equal gender participation in educational administration especially in vocational institutions where women are generally few. The study sought to investigate the influence of gender on participation of women in administration of Vocational Education and Training (VET) institutions in Central Uganda. The methodology used took the form of a cross-sectional survey design based on quantitative and qualitative approaches. The study population comprised of 155 respondents including principals, deputy principals, head of departments, student leaders and BTVET Officers. These were selected using stratified and purposive sampling techniques. To gather the necessary data for the study, a questionnaire and an interview guide were used. The study tested for validity using content validity indices and to obtain reliability, a Cronbach Alpha test was run. Data were entered into the Statistical Package for Social Scientists (SPSS verson.17.0) where descriptive statistics and correlation analyses were used. The key finding indicated a strong and statistically significant positive correlation between gender and participation of women in administration at 0 .3 89 ** with a significance of 0. 000 at the level of 0.01. Other findings showed that out of the 71 administrative positions in VET institutions, women held 23 (32.4%) justifying they were under-represented. Likewise, it was clear from the findings that social, cultural and structural factors largely affected the participation of women in administration of VET institutions. The study recommends that the government should formulate equal opportunity policies on educational administration, as well as carrying out sensitization aimed at eradicating socio-cultural attitudes and values.

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