Gov't Asked to Digitize TVET Curriculum

The Economic Policy Research Center (EPRC) has revealed that there is very low digitization of the Technical and Vocational Education and Training (TVET) curriculum. 

EPRC conducted a study last year to assess the state of the TVET sector in Uganda, aiming to find out the challenges the sector is facing and to assess its preparedness for the digital revolution.

Phiona Namuliira, a research fellow with EPRC, while disseminating the research findings in Kampala, highlighted that they interacted with various stakeholders in TVET, including the private sector, government, teachers, learners, institution heads, MDAs, CSOs, and parents, to inquire about their views on TVET.

Namuliira also said that they found out that there is very low digitization when it comes to the TVET curriculum. The study also aimed to assess how well the TVET system in Uganda equips students with the skills needed for the evolving labor market.

She also mentioned that the study showed that 80 percent of regulatory bodies report that the level of digitization is very low and not aligned with the curriculum, which is digitized.

According to Namuliira, this implies that the learners who are released from these institutions will have skills that the labor market does not need, resulting in a mismatch of skills and contributing to unemployment.

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The study also found that the TVET system has limited digital infrastructure in schools, such as the internet and computers, and inadequate teachers.

Ibrahim Kasirye, the Director of Research at EPRC, said that many activities in Uganda and globally are increasingly automated, while the country’s TVET institutions continue to use manual processes for teaching and tutoring students.

According to Kasirye, several learners from TVET institutions are not ready for the highly digitized world. He also noted that the tutors, who are supposed to transfer skills to students, are not digitally ready themselves.

Furthermore, Kasirye highlighted that there is very low funding within the overall sector, which affects the types of equipment and infrastructure available, as well as the quality of graduates from these institutions.

Under the education budget, TVET alone receives 0.4 percent, which is inadequate to revitalize the sector and transform the economy. According to Kasirye, despite the low allocation of funds from the government, the funding has been decreasing in recent years.

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The TVET law was passed in December last year and became an act in February this year. Kasirye said that the previous TVET system had several challenges, such as the lack of monitoring for institutions, where one could start a TVET institution without oversight.

The new law provides for a regulatory framework where institutions are continuously monitored to ensure that the proposals made in the license application are maintained and students are not exploited.