There is a stereotype that has gained a lot of currency among Ugandans. It is premised on the argument that the presently soaring rate of unemployment among educated youth is a direct consequence of an education system that lays disproportionate emphasis on theoretical as opposed to practical learning.
Embarking on a massive skills development programme is, therefore, seen as a logical response needed to fix this problem and fast track Uganda’s bid to join the league of middle income economies. Hence, the launch of the much-touted Business, Technical and Vocational Education and Training (BTVET) Strategic Plan 2011 – 2020 or simply “Skilling Uganda Programme”.
Skilling Uganda is being billed, especially by our political leadership, as a breakthrough human capital formation strategy ostensibly because it represents a paradigm shift in BTVET from its previous focus on: the production of cosmetic educational certificates to the actual inculcation of skills and competencies relevant in the labour market; targeting only the low-achieving school leavers to accommodating all Ugandans in need of skills development; a formal school system to a more flexible workplace oriented delivery modality; and government’s monopoly provision to a public/private partnership.
The programme’s emphasis on technical empowerment, de-stigmatisation of BTVET, hands-on learning and partnership to leverage more resources and secure institutional buy-in are all commendable intents. However, the probability of this primed programme ending up as another loud sounding nothing is real. There are several reasons why.
First, BTVET is being offered as a rival course of study, which is largely disconnected from and in competition with the other usual school subjects. There is little (if any) coherence, alignment and articulation between BTVET and, say, the primary school curriculum.
Primary school graduates, therefore, who join vocational schools suffer a significant ‘curriculum shock’. This impairs their participation and learning achievement in the BTVET process.
Second, improvements in BTVET have failed to keep pace with the rapidly changing workplace conditions and requirements. Most BTVET institutions are not adequately resourced and facilitated to keep pace.
Third, learning technical skills is not enough. Soft skills that make people employable are equally critical. These include problem solving, conflict resolution, time management, communication, stress management, teamwork, networking, etc.
Finally, and most importantly, vocational training can only have its full economic impact if its graduates get absorbed in less imperfect labour market situations. Unfortunately, Uganda is a de facto kitu kidogo-driven economy with corruption-led growth being mediated through a perfectly imperfect labour market.
One’s employability, job performance and earnings in this type of labour market is contingent, not on a worker’s training, manual dexterity, personal integrity, professionalism, rectitude or hard work, but rather on his or her moral turpitude and craftiness! Existing market distortions reward dishonesty while penalising the truly industrious and righteous individuals.
That is why it is usually the “air suppliers”, charlatans, masqueraders, conmen or outright rascals who thrive best in chai economies and not the few honest and committed proletariats.
As people who are also born into and nurtured in this polluted and morally decadent environment, the beneficiaries of the Skilling Uganda programme are potential apologists of this pervasively unproductive mentality. So, while Skilling Uganda is good from a technical perspective, moralising and ‘life-skilling’ Uganda is probably better.
okurut1954@yahoo.com
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