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Assessing continuous professional development practices for TVET trainers of trainers in Uganda: A mixed-methods study
Richard Ochieng’
Abstract
Technical and Vocational Education and Training (TVET) is central to equipping learners with practical and employable skills in Uganda. The quality of this training hinges on the competence of TVET master trainers, which is sustained through Continuous Professional Development (CPD). This study assessed the current CPD practices available for TVET master trainers in instructor training institutions in Uganda and examined their relationship with the professional competences of TVET master trainers. This study was grounded in the Experiential Learning Theory (ELT). A convergent parallel mixed-methods research design within a descriptive framework was employed, collecting data via questionnaires, interviews, and document analysis from 166 master trainers, administrators, trainees, and policymakers, achieving an 87.5% response rate. The findings reveal that CPD programs are regularly organized and perceived as relevant, yet their implementation is fragmented, inaccessible to many, and heavily reliant on donor support and individual initiative. A significant positive correlation was found between CPD practices and trainer competences (r = 0.459). Critically, regression analysis established that current CPD practices explain 21% of the variance in the professional competences of TVET master trainers (R² = 0.211). This underscores the substantial, yet under-optimized, role of CPD. The study concludes that, despite a positive relationship, CPD delivery in Uganda remains inconsistent. It recommends the establishment of a robust national CPD framework, formalized industry partnerships, improved accessibility through blended learning, and the integration of CPD participation into career progression and reward systems to enhance its effectiveness and impact.
