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This chapter examines the rationale for TVET in Uganda, identifying the challenges it faces and suggesting possible solutions. It is premised on the assumption that education; especially TVET, is the supply side of the economy in Uganda; whereas the labor market and job enterprises are its demand side. For effective and sustainable employability of graduates, there should be a balance between them. But despite its potential, TVET in Uganda still faces a variety of challenges; including stigma, low esteem and parity of status with its academic counterpart, policy inconsistency, endemic public corruption, philosophical dis-orientation, as well as historical, socio-economic and cultural prejudices. The authors proffer several possible solutions, including demand driven TVET, integrating creativity and innovation into the learning processes, life-long learning, Public-Private Training Partnerships (PPTPs), flexible teaching and learning, work-tasks as the curricula; inclusive and affordable learning technologies and the workplace rather than the classroom as delivery venue.

Purpose: This study aimed at examining the relationship between road network and household food security in Acholi subregion, northern Uganda. Methodology: The study adopted a pragmatic paradigm, thus adopting a mixed methods approach. Quantitative data was collected from 384 respondents using a structured questionnaire while face-to-face interviews aided qualitative data collection. After data management and processing, Pearson correlation and standard regression were use for data analysis. Findings: It was observed that road network is positively and significantly associated with household food security. The study established that road network accounts for 10% of the variance in food security among households in Acholi subregion, northern Uganda. Unique contribution to practice and policy: Although there are conflicting views on the predictors of food security among households, the present study has confirmed thatroad network plays a critical role in influencing food security among households in Acholi subregion, Northern Uganda, thus serving its purpose.

AbstractThis paper explores some of the factors that limit the effectiveness of Uganda’s mother tongue-based education policy, where instruction in lower primary classes is provided in the mother tongue. Using socio-cultural and ethnographic lenses, the paper draws from the experiences of a study implemented by a Ugandan NGO in one primary school in Arua district. Findings revealed weaknesses in implementation of the MTBE policy, highlighting deficiencies in the training of teachers, and lack of sensitization of local communities to the value of MTBE. The study also highlights the need for greater involvement of many kinds of stakeholder, and in particular, it focuses on how communities can be encouraged to work together with schools. A clearer understanding of what literacy involves, and how subjects can be taught in poorly-resourced communities, can be gained by considering the contribution of funds of local knowledge and modes of expression that build on local cultural resources. However, the strategies proposed are insufficient given the flawed model of primary education that the present MTBE policy embodies. A reenvisioning of how MTBE articulates with English-medium education is also needed. Substantial rethinking is needed to address target 4.6 of SDG 4 (UNDP, Transforming our world: The 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/post2015/transformingourworld (accessed 30 November 2015), 2015) which aims to ensure that “all youth and a substantial proportion of adults achieve literacy and numeracy by 2030”.

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