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This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula.  相似文献   
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Journal of Family and Economic Issues - Cost-sharing between governments and families remains a strategic part of many governments’ post-secondary education funding policies in low-income...  相似文献   
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Koomson  Isaac  Okumu  Moses  Ansong  David 《Social indicators research》2022,162(3):1149-1175
Social Indicators Research - Although most studies on disease emergencies underscore the need for household readiness for shocks associated with disease outbreaks, no study to date has provided a...  相似文献   
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