Vocational education: Experts call for more instructor colleges

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Experts have said there is need for more instructor colleges such as the National Instructors' College Abilonino (NICA) in order to strengthen vocational studies in Uganda.

NICA is the only pre-service training institution for technical teachers and instructors in the country's Business, Technical, and Vocational Education and Training (BTVET) system.

The college offers a two-year Diploma in Technical Teacher Education (DTTE) with about 100 graduates annually, providing 11 different specializations based on the students' craft.

Last Sunday (March 27), experts attending a stakeholder meeting in Kampala discussed the TVET system and how it can be revitalized to support economic growth.

One way is to increase the number of instructor colleges to enhance vocational studies in Uganda.

“We are looking at TVET as a way of transforming the whole economy, but then the people that are going to teach these learners have only one institution, and of which their enrollment is on and off," said Phiona Namulira, a research fellow at the Economic Policy Research Centre (EPRC).

Phionah Namuliira, a research fellow, Economic Policy Research Centre speaking during a validation workshp on Technical Vocational Education and Training systems in Uganda on 27th March 2025. (Photo by Nicholas Oneal)

 "There are years where there are no tutors going there to learn."

To make matters worse, Namulira said there are no refresher courses in place to get instructors up to date on what is happening.

“But even with the refresher courses that would be there, it is more or less a one- or two-off day of training. That is not sufficient time for someone to grasp the concepts and be able to teach them to a student,” she added.

According to Namulira, the lack of sufficient TVET trainer institutions has also made accessibility difficult, with Uganda's only TVET trainer institution located in the northern region.

“It’s remote location further limits accessibility for potential instructors from other parts of the country."

Elvis Mulimba, a former student at Makerere University who later enrolled at Nakawa Vocational Training Institute to study carpentry, was also critical of the limited practical lessons in TVET institutes.

During his two years at Nakawa, he had less than 20 hours of hands-on practice. He pointed out that in countries like Germany, vocational training emphasizes practical skills, with students spending minimal time on theory.

“In Germany, there are less than 40 hours of theory, and their training materials can fill a truck. At Nakawa, the materials wouldn’t even fill a wheelbarrow, and this is the issue."

Mulimba emphasized that his practical knowledge and skills were shaped by TVET, rather than his university degree or master's education.

Christopher Serwaniko from Kyambogo University admitted that there is a big case of curriculum assessment and development, which according to him, an increase in the number of instructor colleges can address.

“We have a highly theoretical and knowledge-based curriculum. We have high performers without practical skills. We pump our learners with useless knowledge yet business people want hands-on workers."

Digitizing TVET systems

Experts said the TVET system must evolve to prepare learners for the changing labour market, particularly as the world moves towards the Fourth Industrial Revolution (4IR).

Namulira revealed that 80 percent of regulatory bodies report that digitization in TVET is “very low”.

This means that learners graduate with skills that do not align with labour market demands, creating a mismatch that contributes to unemployment.

Sebastian Ssebuyira, the principal of TVET, emphasized the importance of digitization in vocational training, saying Uganda’s TVET system still focuses largely on traditional skills, while industries now require digital proficiency.

“Industries are evolving rapidly, and digital skills are at the core of this transformation. We need to rethink how we train TVET learners,” he said.

Uganda’s TVET institutions primarily focus on basic digital skills, such as operating computers and using projectors. However, for students to remain competitive in the job market, there is a need to incorporate intermediate and advanced digital skills.

These include using digital tools for entrepreneurship, leveraging smartphones to market products, and applying new technologies to vocational trades such as mechanics and construction.

Mona Iddrisu, the head of Youth Empowerment African Center for Economic Transformation speaking during a validation workshp on Technical Vocational Education and Training systems in Uganda on 27th March 2025. (Photo by Nicholas Oneal)

A key issue that was highlighted is the lack of digital infrastructure. Many TVET institutions do not have enough computers, reliable internet access, or up-to-date software, which limits students’ ability to engage with digital learning resources.

Compounding this problem is the shortage of trained tutors. Experts said many instructors are not equipped with digital knowledge themselves, and even when refresher courses are available, they are often too brief to be effective.

“We lack the infrastructure, but we also lack the human ware. The tutors that we have are relying on outdated curricula, and there are no proper refresher courses in place to bring them up to speed with digital advancements,” said Namulira.

Moreover, TVET institutions struggle with curriculum rigidity, making it difficult to adapt to the fast-changing labor market.

“Most institutions rely on feedback from students returning from internships to understand industry needs. However, in a world where artificial intelligence (AI) and digital tools evolve rapidly, this approach is insufficient,” she added.

Private sector role

Experts also stressed the need for stronger private sector involvement in TVET training. Research shows that TVET institutions that collaborate closely with industries produce graduates with higher employment rates.

“There is a need to incentivize the private sector because they play a crucial role in developing a skilled workforce,” explained Namulira. “In countries where TVET is thriving, private sector involvement is key.”

 The Sector Skills Council, which was set up to enhance private sector participation in TVET, was inactive for years before a bill was finally passed in December 2024. These delays, experts warn, are slowing down progress.

“We are moving too slowly. If we are serious about transforming Uganda’s economy through TVET, we must address these challenges now," said Namulira.

TVET currently receives only 0.4 percent of Uganda’s education budget, a figure that has been declining over the years. This is despite the fact that vocational training is expensive, requiring substantial investment in materials and equipment.

For instance, each TVET student is allocated just sh1,800 per day, an amount experts say is not enough to cover even basic training materials.