An Exploration Of The Factors Affecting Skills Development Amongst Trainees Of Building And Civil Engineering In Technical And Vocational Institutions In Uganda

Abstract

The study explored the factors affecting skills development amongst trainees of building and civil engineering in Technical and Vocational institutions in Uganda. Technical and Vocational Education and Training (TVET) involves studying technologies and science, offering the youth opportunity to acquire skills, attitudes, and knowledge in various occupations to match with the world of work. The study was guided by the research question; ‘What are the factors affecting skills development amongst trainees of building and civil engineering in Technical and Vocational institutions of Uganda’? The study adopted cross-sectional analytical type of design. Data was collected using questionnaires and interviews, from 317 trainees, trainers, lecturers, instructors, managers of industries, technicians and heads of department in building and civil engineering sector. The quantitative data collected was coded and analyzed using statistical package for social sciences (SPSS), while the qualitative data was analyzed thematically. It was concluded that: Level of education of trainers, Training facilities, are considered significant factors because they are above average mean of 4.39. Formative and summative evaluation of trainees on industrial training by industry and institutions’ supervisors, are significant factors because of their categorization of workers in industry. The study also identified challenges such as curriculum misalignment, lack of modern infrastructure, and financial constraints. It was therefore recommended that practical work, be aligned with constructivist principles, be emphasized for hands-on in order to match with world of work requirements. It was also recommended that institutions should conduct regular evaluations of training methods to gauge effectiveness of training on skills development amongst trainees building and civil engineering sector. Also adopt flexible approaches to accommodate diverse learning preferences, recognizing that trainees may have different perceptions of effective learning methods that could improve their training on skills development. TVET institutions should encourage collaboration with industry partners to foster close collaboration. TVET institutions should focus on modernizing the equipment and tools to match with curricula to keep pace with technological advancements.