PhD Public Defense by Mr. Jerome Ojulun

INVITATION:

The Dean, East African School of Higher Education Studies and Development under the College of Education and External Studies (CEES), cordially  Invites you to a PhD Public Defense of the following candidate:

Name of the Candidate: Mr. Jerome  Ojulun

Title of Thesis: 

Effectiveness of Technical, Vocational Education and Training (TVET) in Public Universities in Uganda: Application of Systems Theory

Date:  Tuesday 23rd  December 2025.

Time: 9:00am – 12:00pm

Venue: 

Curriculum Building, Room 127.

ABSTRACT

In Uganda, the Ministry of Education and Sports (MoES) put in place a policy that anticipates; a world-class TVET system that delivers the most preferred TVET graduates, creates employment and entrepreneurship opportunities, and contributes to the country’s sustainable economic, social and environmental development (MoES, 2019), hence repositioning the TVET training institutions (e.g., public universities) as centers for quality TVET. In this study, based on the systems theory, I examined TVET in public universities in Uganda in terms of its inputs, transformation mechanisms, outputs and the environment in which TVET operates. Under inputs, I examined four elements i.e., Students, academic staff, finances and educational facilities; under the transformation mechanisms I examined Staff/Students’ contact hours and the learning process; Under outputs I examined the behaviour of TVET graduates in terms of knowledge, skills and attitudes gained; under environment, I examined six elements i.e.,  political, economic, social, technological, Legal and ethical. Using a qualitative research approach and a case study design, I examined a TVET programme in public universities and collected data from programme coordinators and students using interview guide and focus group discussion guide respectively. I used thematic analysis based on the framework method of qualitative data analysis by Gale et al. (2013) for data analysis.

Under inputs to TVET, the findings revealed that all universities admitted the right quality of students as per (NCHE, 2007), majorly through direct entry, diploma scheme and high school certificate. Universities had employed enough lecturers, but majority were of low skill and qualifications, with very few senior lecturers and professors. Students were motivated and enthusiastic about their TVET studies majorly due to the promise of employment and job creation. Although universities had educational facilities for the teaching and learning of TVET, the educational facilities were insufficient and some were technologically out of date in some universities. Government grants and fees from private students in all the universities were inadequate, given the high cost required for running TVET programmes. Fees from private students were subject to Treasury Single Account (TSA) Policy (through URA), which constrained universities from utilising the money they raised; yet the funding to universities was generally affected by budget cuts and delays. Under the transformation mechanisms of TVET, the findings revealed that there was predominant use of theoretical as opposed to practical approaches by lecturers. Under outputs from TVET, students were confident of themselves and were ready for the world of work.  Students, however, heavily relied on personal research using modern ICTs to enhance their learning achievement. Under the legal environment both external and internal university policies were stringent and had limited the active participation of academic staff and students in decision making about their programmes. There was no specific policy to guide TVET in universities. The UOTIA Act (2001) provided for the general regulation of university education, meanwhile both the TVET Policy (MoES, 2019) and the TVET Act (2025) were silent on TVET in universities. The peculiarities associated with TVET in universities received pathetic attention.  As per the ethical environment, the study revealed that students exhibited strong ethical values and were bound to the professional ethics of their respective programmes.

Based on the findings, I made key recommendations: Ministry of Education and Sports (MoES) should strengthen career guidance on TVET for students at high school level. All universities should recruit and fill their staffing levels of all faculties and/or schools holding TVET programmes up to 100% as per the approved staff establishment. Government should revise (upwards) the grants to universities offering TVET programmes. Universities should deliberately plan for and invest in the provision of sufficient and technologically up-to-date educational facilities to facilitate the teaching of TVET. Universities should establish a capacity building fund for refresher training targeting TVET lecturers on the use of practical approaches. Faculties and/or schools in all universities offering TVET programmes should plan for and provide robust and fast internet at all times. Government should put in place a deliberate policy to ensure effective management, funding and provision of TVET in public universities. To ensure provision of a facilitative environment to TVET operations in universities, government should put in place a deliberate policy to ensure effective management, funding and provision of TVET in public universities. Universities should intensify their community engagement function and enhance awareness creation on TVET in universities and its implication for employment opportunities and/or job creation.

 Supervisors:

1.     Professor F.E.K. Bakkabulindi

Doctoral Committee:
1.Professor C.B Mugimu
2.Dr. Genza Gyavira
3.Dr. David Onen

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.