A Model For “Skilling Uganda” To Produce Job Makers More Effectively

Abstract

Background: The research scrutinizes the "Skilling Uganda" initiative, launched by the Ministry of Education and Sports, aimed at integrating practical technical skills into the Ugandan education system. The initiative's primary goal is to transform graduates into job creators, thereby tackling the country's unemployment issue.

Objective: This study seeks to evaluate whether the "Skilling Uganda" initiative represents an innovative approach within the Ugandan education system or merely reiterates existing educational paradigms focused on vocational training.

Methodology: Employing a historical chronological research method, the study is anchored on Prof. Asavia Wandira’s concept of "Fashion in Education", examining the evolution and implications of vocational training initiatives within Uganda's educational landscape.

Findings: The investigation reveals that "Skilling Uganda" does not constitute a novel innovation but rather re-emphasizes the longstanding educational objective of imparting practical technical skills to students. Despite its ambitious rhetoric, the initiative largely mirrors previous attempts that have been unsuccessful in significantly reducing unemployment through the creation of job makers.

Conclusion: The study concludes that while "Skilling Uganda" aims to redirect focus towards vocational skills, it essentially recycles an age-old educational strategy without addressing the systemic challenges that have historically hindered its success. To address this gap, the author proposes a new framework, dubbed "THE JOB EQUIPPED GRADUATE MODEL", aimed at enhancing the efficacy of "Skilling Uganda" in producing graduates capable of creating employment opportunities.