Factors affecting the teaching of technical and vocational skills in secondary schools in Uganda a case of Wakiso and Kampala districts

Abstract

The study explored the factors affecting the teaching of technical and vocational skills /subjects in secondary schools in Uganda. Since Uganda got independence in 1962, governments have put a number of policies in place aiming at promoting the teaching of technical and vocational skills/subjects in secondary schools in Uganda. One of the policy was to restructure the secondary education by creating general, comprehensive and vocational secondary schools in 1992. And also to vocationalise the entire education system and this was in 2000. Despite all the policies, the teaching of technical and vocational skills/subjects is not adequate. There fore the study sought to establish how the teaching of technical and vocational education may have been affected by, quality of teachers, availability of facilities and workshops, relevant curriculum, and the attitude of the general population towards technical and vocational skills. An exploratory survey design was used to collect data from the respondents. Both semi- structured questionnaires were used to collect data. A total of 100 respondents selected purposively participated in the study. Descriptive statistics that is frequency tables and percentages were used. A chi-square was also used to establish the significance of the findings in relation to the objectives. The Statistical Package Social Sciences (SPSS) was used to analyze data. The findings of the study indicated that technical and vocational education in secondary schools still facing challenges. The policies put in place by government to promote technical education have remained on paper. Technical is still in a non priority position. Secondary schools and other tertiary institutions lack trained teachers, facilities, workshops, and funds for purchasing materials. The researcher recommends the creation of a special task force to study reasons why technical and vocational education policies are not being implemented. The government and education institutions should work together to secure funding to train more technical and vocational teachers. A special policy to attract more teachers into technical and vocational education is also needed.