PART 1: THE CONCEPT AND SYSTEM OF TVET IN UGANDA

1. Definition & Mission of TVET

 Definition: TVET is the study of technologies, related sciences, and the acquisition of practical skills,
attitudes, understanding, and knowledge relating to occupations in various economic and social
sectors.
 Uganda's TVET Mission: To ensure individuals and enterprises acquire the skills needed to raise
productivity.
 Key Objectives:
o Make TVET relevant to productivity and economic growth.
o Increase the quality and equitable access to skills development.
o Improve efficiency in TVET management.
o Increase internal efficiency and resources.
2. Aims of TVET in Uganda
 Stimulate intellectual and technical growth.
 Produce craftsmen, technicians, and skilled personnel for industry, agriculture, and commerce.
 Facilitate the application of scientific knowledge to produce and use tools.
 Inculcate respect for the dignity of labour and environmental protection.
3. The TVET System Structure (Formal, Non-Formal, Informal)
 Formal System: A structured, three-tier system:
o Craftsman Level: Offered by Technical Schools & Institutes (for Primary leavers).
o Technician Level: Offered by Technical Colleges (for O-Level leavers).
o Graduate Engineer Level: Offered by Universities.
 Non-Formal & Informal Systems:
o The informal sector is a major employer (58% of non-agricultural employment in 2011).
o Historically neglected; GoU aims to expand and improve training here.
o Non-formal is modular, problem-solving oriented, and based on community needs.
4. Key TVET Institutions & Legislation
 Institutions:
o Directorate of Industrial Training (DIT)
o Directorate of Business, Technical and Vocational Education and Training (BTVET)
o Ministry of Education and Sports
o Uganda Association of Private Vocational Institutions (UGAPRIVI)
 Legislation:
o BTVET Act (2008): Provides the legal framework.
o Established the Uganda Business and Technical Examination Board (UBTEB).
o Established the Uganda Vocational Qualification Framework (UVQF) under DIT.
5. Uganda Vocational Qualification Framework (UVQF)
 Created to align TVET with labour market needs.
 Aims:
o Put employers in the "driver's seat" for setting standards.
o Move away from supply-driven, academia-focused training.
o Equip all graduates with employable skills.
o Produce more diploma-level graduates with practical skills.
 Levels:
o UVQF Level 1: Uganda Junior Certificate
o UVQF Level 2: Craft Certificate
o UVQF Level 3: Master/Advanced Craft
o UVQF Level 4: Diploma Instructor

PART 2: TVET TEACHER ETHICS & PROFESSIONALISM

1. Core Concepts
 Ethics: A set of principles that guide what behaviour is helpful or harmful to the profession. It's about
what is right/wrong, good/bad, fair/unfair.
 Profession: A disciplined group adhering to ethical standards, with special knowledge from prolonged
training.
  Professionalism: The strict adherence to courtesy, honesty, and responsibility in one's conduct.
2. Teacher Ethical Principles (Your Code of Conduct)
 Towards the PROFESSION:
o Commit to professional norms and perform tasks responsibly.
o Engage in continuing professional development (CPD).
o Be truthful about your qualifications and competencies.
 Towards the LEARNER:
o Accept learners as unique individuals and respect their rights.
o Protect confidential information about learners.
o Pay attention to those needing care and protection.
o Promote their physical, emotional, social, and intellectual wellbeing.
o Present subject matter from a balanced viewpoint and encourage critical thinking.
 Towards COLLEAGUES:
o Show respect and offer mutual assistance.
o Assist newcomers to adapt.
o Respect confidential information and speak out against serious ethical breaches.
 Towards PARENTS & SOCIETY:
o Collaborate with parents, establish honest relationships.
o Promote the growth of learners for society's benefit.
o Train learners to become responsible members of a democratic society.
o Model positive, widely accepted societal values.
3. Professionalism in Action
 Appearance: Dress conservatively and professionally.
 Interaction: Collaborate with colleagues on curriculum and student issues.
 Competence: Strive to be an expert through courses, seminars, and reading.
 Poise: Maintain composure in difficult situations.
 Accountability: Own up to mistakes and work to fix them.
 Written Correspondence: Keep it brief, polite, formal, and to the point.

PART 3: PHILOSOPHICAL FOUNDATIONS

1. Branches of Philosophy & Relevance to a Teacher
 Metaphysics (Reality):
o Concerns the nature of reality, God, and the universe.
o Relevance: Helps teachers understand the learner's nature, be flexible with a changing
curriculum, and appreciate the changing reality.
 Epistemology (Knowledge):
o Studies the sources of knowledge.
o Five Sources:
1. Authority: From books, experts, academics.
2. Reason/Idealism: Through reasoning and debate.
3. Empiricism: Through the senses and scientific experiments.
4. Intuition: Through sudden insight without deliberate reasoning.
5. Revealed: From religious texts.
o Relevance: Teachers should use a mix of these (e.g., reason, practical experiments).
 Axiology (Values):
o The study of values, including Ethics (morality) and Aesthetics (beauty).
o Relevance: Helps teachers promote professionalism, appreciate beauty in the environment,
and be a moral role model.
 Logic (Reasoning):
o The science of correct reasoning.
o Relevance: Helps teachers think, speak, and write clearly; avoid fallacies; sequence subject
matter logically; and administer effectively.

PART 4: SOCIOLOGICAL FOUNDATIONS

1. Sociology of Education
  Definition: The science that studies the relationship between society and education, focusing on
social interactions within groups.
 Relevance to a Teacher:
o Discover the unique culture and norms of a society.
o Manage diverse classrooms and promote harmony among students.
o Understand the teaching profession compared to others (law, medicine).
o Address interpersonal effectiveness (self-awareness, stress management).
2. Characteristics of a Society
 Participation & Integration: Members interact in societal activities.
 Cohesion (Togetherness): A feeling of belonging, strengthened by common interests, background,
and external threats.
 Conformity to Norms: Adhering to rules and regulations (e.g., school rules) to maintain order and
continuity.
 Cooperation: Willingness to work together and make personal sacrifices for the group's goals.

PART 5: COMPETENCE-BASED TRAINING (CBT) - THE MODERN APPROACH

1. Core Philosophy of CBT
 Focus is on RESULTS AND PERFORMANCE. "Human competence is the ability to perform.
Knowledge, attitude and effort are of little value without result."
2. CBT vs. Traditional Education (CRITICAL FOR EXAM)
Indicator Traditional Instruction Competence-Based Training (CBT)

Content Based On Knowledge Skills (Tasks)

Content Determined
Philosophy, Introspection Job Analysis
By

Primary Teaching
Lecture Demonstration & Practice
Method

Time Fixed (e.g., 2-year program) Variable (Depends on mastery)

Norm-Referenced (Comparing Criteria-Referenced (Against Industry

Evaluation Technique
students) Standards)

Evaluation
Written Test Performance Test (Checklist)
Instrument

Instructor Knowledgeable Competent (Skilled Worker)

Success Criteria Grades Job Placement

3. The Three Program Variables
 Content, Time, and Proficiency.
 In CBT: Content and Proficiency are FIXED (set by industry standards). TIME is VARIABLE to
allow all students to master the content. This is called Mastery Learning.
 Model 2 (Traditional): Fixed Content, Fixed Time, Variable Proficiency (This creates A, B, C, D
grades).
 Model 3 (CBT): Fixed Content, Variable Time, Fixed Proficiency (All students must master all skills).
4. Minimum Criteria for a CBT Program
1. Content is directly related to work (from Job Analysis).
2. Focus is on DOING.
3. Evaluation is based on industry work standards (Performance Tests).
PART 6: OTHER PERTINENT ISSUES (Challenges & Solutions)
1. Major Challenges Facing TVET in Uganda
 Inadequate instructional materials, tools, and equipment.
 Lack of qualified instructors.
 Theory-based learning instead of practical.
 Poor infrastructure (lack of workshops, libraries, labs).
 Big student-to-instructor ratio.
 Poor remuneration for instructors.
 Ethical Issues: Bribes, absenteeism, sexual harassment, private coaching, forgery of papers,
alcoholism, vulgar language, late coming.
2. Suggested Remedies
 Provision of instructional materials, tools, and equipment on time.
 Recruitment of more instructors to reduce the ratio.
 In-service training for instructors to update knowledge.
 Proper motivation and better remuneration for instructors.
 Construction of workshops, libraries, and computer labs.
3. Strategies for Persons with Disabilities (PWDs)
 Introduce PWD-compatible facilities in BTVET institutions.
 Promote equitable access and enforce affirmative action during admission.
 Train teachers for special needs.
 Give special attention during exams (e.g., more time).
 Establish special education units and regional special needs schools.