By Jumah Kakomo
Uganda is taking steps to strengthen and harmonise Technical and Vocational Education and Training (TVET) through the introduction of a National TVET Qualifications Framework designed to standardise qualification levels, recognise practical skills and establish clearer pathways for career progression.
The framework provides a structured system for defining the knowledge, practical abilities and competencies expected of individuals at different qualification levels. It also establishes progression pathways through which learners can advance from basic occupational skills training to higher technical, professional and academic qualifications.
Speaking to the media on Thursday at Uganda media centre, Kampala about the initiative, the Executive Director of TVET, Mr. Moses Kasakya, said one of the framework’s major objectives is to establish a common national reference for TVET qualifications and training levels.
Mr. Kasakya noted that Uganda has previously faced challenges in distinguishing between different levels of technical training and professional competence, with some individuals completing technical courses without a clearly defined distinction in their qualifications and demonstrated abilities.
He said the new framework seeks to address this gap by establishing clearly defined qualification levels and the competencies associated with each of them.
According to Mr. Kasakya, the framework will also make progression within the TVET system more transparent, enabling learners, parents and training institutions to understand the available opportunities at different stages of education and skills development.
For instance, a learner completing Primary Seven and opting for the TVET pathway can begin with basic occupational skills training before progressing through artisan and craftsman levels to higher technical and professional qualifications. These may include diplomas, degrees, master’s degrees and doctoral qualifications, subject to the applicable entry requirements.
He said the structured progression would help learners and parents make informed decisions about education and career development while demonstrating that TVET provides opportunities for continuous learning and professional advancement.
Recognition of Skills Acquired Outside Formal Education
Another key component of the framework is the recognition of competencies acquired outside conventional classroom settings.
Mr. Kasakya explained that individuals develop valuable skills through apprenticeships, workplace experience, informal training and practical engagement with experienced professionals. He said such individuals should have opportunities to advance their careers based on their demonstrated competencies rather than being restricted by the absence of formal classroom qualifications.
Under the framework, individuals can be assessed against established competency requirements to determine whether their practical abilities meet the standards prescribed for particular qualification levels.
This approach is expected to address challenges faced by job seekers who possess relevant workplace experience and practical skills but lack formal recognition of their competencies.
Industry Participation to Shape Training Programmes
Mr. Kasakya also emphasised the importance of involving employers and industry representatives in determining the skills and competencies delivered by TVET institutions.
He explained that the framework links qualifications to occupational standards developed with input from industry stakeholders, including Sector Skills Expert Committees.
These committees provide guidance on the knowledge and competencies required in different sectors of the economy, helping training institutions design programmes that respond to actual labour-market demands.
According to the Executive Director, this approach is intended to strengthen collaboration between training institutions and employers while ensuring that TVET programmes remain relevant to the needs of industry and the wider economy.
The framework is also expected to improve understanding of TVET qualifications among employers, learners, parents and training institutions by clearly identifying the knowledge, practical abilities and professional competencies associated with each qualification.
Ugandan Qualifications to Gain Wider Recognition
The initiative also seeks to align Uganda’s TVET qualifications with regional, continental and international qualifications frameworks.
Mr. Kasakya said harmonisation would support the recognition and competitiveness of Ugandan skills beyond the country’s borders, potentially creating opportunities for skilled workers to access employment markets within East Africa, across Africa and internationally.
However, such opportunities would remain subject to the relevant qualification recognition, professional registration and licensing requirements in the respective countries.
