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Browsing Journal Articles by Subject "Uganda"

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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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    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.