Browsing by Author "Mutebi, Ronald"

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    A Review of TVET Quality Assurance Practice in Uganda
    (East African Journal of Interdisciplinary Studies, 2023) Mutebi, Ronald; Ferej, Ahmed
    The movement towards internationalisation of education and training practices to facilitate the global flow of labour, technology, trade, and industry; has brought to the forefront the discussions of national TVET strategies, the issues of credibility of qualifications in regard to national economic growth and graduates’ mobility nationally and internationally in search of employment opportunities. This pressure to internationalise TVET systems and qualifications has mainstreamed the development and implementation of national and regional frameworks for quality assurance through which the comparability of standards and qualifications can be achieved. Document analysis research methodology has been used to review and analyse existing regulatory frameworks on quality assurance of education and training in Uganda so as to establish: 1) Existing quality TVET assurance governance entities, 2) Regulatory frameworks that guide TVET quality assurance, and 3) Progress on future opportunities for quality assurance. The findings showed that: numerous loopholes exist in the quality assurance processes of the education sector as a whole; the TVET sub-sector in Uganda is still being guided by the BTVET Act of 2008 lacks a regulatory structure to oversee quality assurance throughout the entire TVET sub-sector in the country; lack of a policy implementation action plan for the TVET Policy; governance of TVET quality assurance in the country is scattered among many government departments and agencies; and existing quality assurance guiding frameworks never encompassed investment and financing of TVET. The paper recommends that the Government of Uganda prioritises the: establishment of the TVET council as envisaged in the TVET Policy, the development and operationalisation of the TVET qualifications framework and TVET qualifications registry system, and the development of a TVET policy implementation Action Plan.
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    Challenges of an Online Pedagogy as a Method for TVET Practical Skills Training Delivery and Assessment
    (East African Journal of Education Studies, 2023) Mutebi, Ronald; Kerre, Bonaventure W.; Mubichakani, Joseph
    Natural catastrophes and pandemics have disrupted teaching and learning in unexpected ways, forcing educators to carefully contemplate a future in which the majority of training delivery and assessment may have to be online. However, before committing to this pedagogical shift, there is a need to establish, rank in terms of prevalence and thus address related challenges. This paper aims to establish and rank the challenges of online pedagogy as a method for TVET practical skills training delivery and assessment in the context of trainees, instructors, and assessors. A survey method was used to gather participants’ responses using an open-ended post-test questionnaire from a total of sixty-nine (69) trainees, twenty (20) instructors and eight (8) assessors after they had undergone an online training delivery and assessment of practical skills. The collected responses were first processed into operational data that was then clustered into twelve categories of closely related meanings. The clustered data was then statistically (descriptive) illustrated and then graphically presented in terms of the ranked average percentage of participants mentioning the category of challenges. The findings of the survey showed that lack of ICT equipment; poor or no internet connectivity; lack of feedback and realtime interaction; poor course/training design; and electricity outages ranked as the top challenges of an online pedagogy as a method for TVET practical skills training delivery and assessment. The paper recommends that governments, donor agencies and TVET providers should invest in the infrastructure and enablers of online training and assessment