Youth Transition, Agricultural Education and Employment in Uganda

Abstract

Building a shared understanding of the research design 6.3Exploring agri-education practice of case study AET institution 6.3.1Gathering contextual data to deepen understanding 6.3.2State of agri-education practice 6.4Exploring and enacting change options 6.4.1Exploring and shaping change motives 6.4.2Defining desired change 6.5Improvements to vocational placements and guidance enacted 6.5.1Benchmarks of good practice developed 6.5.2The harvest, steps to institutionalise good practice 6.6Reflections on the action research process and outcomes 6.6.1Change supporting conditions 6.6.2 Time scarcity dilemma: the most prevalent difficulty 6.6.3Resources and autonomy to enact change elusive 6.6.4Faithfulness to action research virtues sometimes thwarted 6.6.5Outsider positionality, research team's mediating role Chapter 7 Conclusions and implications7.1

Enabling and Impeding Factors in the Provision of Business, Vocational, Entrepreneurship, and Technical Training Education under COVID-19

“…This report also identified about 1000 skill-providing institutions in Uganda by 2011 which are government aided while others are privately owned providing formal and non-formal technical and vocational training skills. The economic relevance of BTVET has risen since most graduates can get jobs after [28]. Continuous assessment by DIT and UBTEB has certainly played a great role in identifying the mismatch in the training process and increasing the quality of skill development in addition to certification which enhances job acquisition (Desire, 2020).…”

Decolonial Homophobia: Is Decolonisation Incompatible with LGBT+ Affirmation in Christian Ethics?

“…34 These Northern moves apparently had some success in Uganda, causing President Museveni to hesitate to sign anti-gay legislation until 2023 due to foreign policy concerns. 35 For those of us appalled by Uganda's legislation, it is tempting to sympathise with using this lever to win global change.…”

Transitioning Vocational Education and Training in Africa

“…Young people are also dealing with a complex mix of roles, responsibilities and identities, for instance a combination of being a student, an entrepreneur, an employee and a family head (Jjuuko, 2021), oftentimes simultaneously. Another important issue is that the widespread mindset of considering vocational education as preparing youth just for handwork or a particular type of artisanal skill with limited status in society needs to be overcome.…”

“…It is also important to elevate the status of artisanal artistry, agency and craftsmanship in the sphere of the teachers and other educators. Teaching is not just technical or cognitive knowledge and skills transfer but includes, through a dialogue with students, dealing with ethical and normative issues (Blaak, 2021;Jjuuko, 2021). Chapter 6 revealed some of the challenges VET teachers have to navigate, which include the competing demands and expectations of employers, students, the formal and informal curriculum, as well as the expectations of funders and government.…”

“…PAR favours developing the connection between knowledge production and social change by creating partnerships between researchers, practitioners and a variety of client stakeholders (Reason and Bradbury, 2008;Boog et al, 2008). This methodology brings together different kinds of knowledge (including indigenous) and experience from different types of stakeholders by means of opening conversational space for an intensive dialogue oriented towards creating practical solutions for existing social and educative problems Tukundane, 2014;Blaak, 2021;Jjuuko, 2021). CHAT gives attention to mediating processes and learning within and across interacting activity systems that share an object of activity such as improvement of local economies, livelihood and work opportunities through VET (Engeström, 2001).…”