| dc.description.abstract | Although previous research has proved that there is a positive relationship between rate of employment, industrial development and vocational education and training, in Uganda the rate of unemployment of vocational training graduates is ever on the rise.
Hence, this study sought to establish the relationship between vocational education and training with Industrial development, assess the relevance of skills acquired by vocational training graduates to the needs of industries and ascertain the effect of attitude towards vocational training to industrial development in Uganda.
To achieve the objectives, the researchers adopted survey design was adopted and employed quantitative and qualitative approaches. Quantitative data was analyzed using descriptive statistics and simple linear regression, while qualitative data was analyzed using content analysis. Data was collected using a structured questionnaire and interviews from random sample of 106 employees and 19 key informants.
Analysis of data established that TVET institutions are not developing skills needed by industries, such as craftsmanship, creativity, innovation, ICT and entrepreneurship. Moreover, the attitude towards VET is negative. In Uganda, it is believed that VET is for the academically weak, dirty and offers limited career and personal development opportunities. Also, the lack of collaboration between TVETs and industries has made it difficult for TVETs to know the skills needed by industries hence skills mismatch.
From the findings, TVET is yet to play a significant role in industrial development in Uganda. To realize the benefits of TVET in Uganda, it is recommended that TVET institutions should train trainees to translate skills into new products and services for consumers, make collaboration between industry and TVET institutions mandatory so that both institutions can work together to come up with TVET skills that will enhance industrial development, revise TVET teaching methods putting emphasis on industrial training to give TVET graduates opportunity to master the work environment in industries. All school programs including TVET should include programs that are aimed at promoting positive attitudes toward TVET. | en_US |
