Real Life Projects and implementation Challenges in the Business Diploma Programmes in Uganda.

1. Real Life Projects and implementation Challenges in the Business Diploma Programmes in Uganda. BY NAHAMYA KARUKUZA WILFRED, (PhD) Uganda Business and Technical Examinations Board (UBTEB) wnahamya@yahoo.com A Paper Presented at SAAEA Conference Pretoria South Africa May 13th-16th 2018

2. Presentation Lay out • Introduction • Purpose of the Survey • Theoretical Framework • Methodology and approaches used in the survey • Competence Based Education and Training (CBET) • Real Life Projects & Assessment-Innovations Nexus in TVET

3. Presentation Lay out- continued • CBET and Real Life Projects in Uganda • Real Life Projects and Private sector • The Benefits of Real Life Projects • Challenges in implementation of Real Life Projects • Policy Recommendations

4. Introduction • Technical and Vocational Education & Training (TVET) forms the backbone of many countries • A shift from the traditional forms of training and assessment frameworks promotes quality in education

5. Introduction: Con’t… • To cope with the demand for well-trained workforce, training institutions are required to consistently update their pedagogy and also assessment techniques that bring innovations for lifelong learning.

6. Introduction Cont’d… • In Uganda, Real Life Projects are recent innovations in TVET sub sector where trainees produce products that possess real market value • The paper presents a case of Real Life Projects in Business-Vocational institutions as key innovations in the Ugandan TVET sector

7. Introduction Cont’d… • The paper presents critical ideas for sharing and show case examples of Real Life Projects examined by UBTEB • The paper argues that Uganda can indeed benefit through real life project innovations by making Training Institutions centres of production

8. Purpose of the Research Survey • This study aimed at providing a case analysis on the implementation challenges of Real Life Projects as an assessment innovation in TVET reforms in Uganda.

9. Purpose of the Research Survey • The study focused on key research questions; • What is CBET&CBA in Ugandan Context? • What are Real Life projects in the context of Ugandan TVET training and assessment reforms? • What are benefits of Real Life Projects ? • What are the implementation challenges

10. Theoretical Framework: Individual Innovativeness Theory (IIT) • The surveys being based on the IIT as advanced by Rogers (2003, 1995); • There is always new information within the social system & this is processed by adopters. In this survey Real Life projects in Business Institutions was a form of CBA different from the traditional methods & seen as an innovation.

11. Theoretical Framework: Individual Innovativeness Theory (IIT): Con’t… • New assessment innovations and level of familiarity among learners are key variables that have particular significance on stakeholders’ acceptance of new ideas in the education assessment. •  The IIT is so much linked to CBET and CBA in particular as reforms in educational training and assessment

12. Theoretical Framework: Individual Innovativeness Theory (IIT): Con’t… • In recognition of the importance of CBA, the Business Education sub sector needs to undergo further reforms than is currently pertaining to reap the various good expectations in the use of Real Life Projects that emphasize producing while learning

13. Methodology and approaches • A qualitative survey design was used in purposively selected Institutions with projects • Qualitative observations schedules, oral interviews and questionnaires were used to obtain information on Instructor assessment beliefs, practices, benefits and challenges • Interviews conducted with personnel involved in the management and implementation of projects aimed at probing into the strategies to overcome challenges.

14. Methodology and approaches: Con’t… • Focus Group Discussions (FGDs) were conducted involving both students and staff so as to obtain an in-depth understanding of the project implementation challenges • The availability and dependability of projects being worked on by students in the selected Institutions was then established by means of observation schedules, learning and assessment processes.

15. Methodology and approaches: Con’t… • The information obtained from the interviews was transcribed and coded, along with the observation data, into a number of categories that reflected Instructor’s existing assessment beliefs and practices in the selected institution.

16. Methodology and approaches: Con’t… • Analyses of the data comprised of a descriptive method to allow easy description in the implementation of Real Life Projects by the Instructors in business Institutions in Uganda. • The aim was to obtain emerging issues on the ground and the practical ways of applying projects in other programmes by UBTEB

17. Competence Based Education & Training • The concept of CBET has become very popular in some countries while in others it is beginning to be embraced both at the level of policy making and educational practice • CBET is however, becoming a leading paradigm innovation at the level of learning environment.

18. Competence Based Education & Training: Con’t… • CBET through vocational education enables students to acquire the competencies required in the society • CBET leads to training aimed at solving real life challenges of given economies

19. Competence Based Education & Training: Con’t… • CBET has continued to gain much popularity in the TVET policy arena due to its capacity to minimize the gap between the training and the world of work • CBET emphasizes the development of skills competencies that are required of graduates in the world of work

20. Real Life Projects & Assessment-Innovations Nexus • Real Life Projects as an aspect of CBA is making assessment of student change from traditional projects arrangements • The products assist today's students face a world that demands new knowledge and abilities so as to be easily accepted in the world of work.

21. Real Life Projects & Assessment-Innovations Nexus: Con’t… • The projects are tailored to equip trainees with a wide range of abilities & learning needs. This leads to effective critical thinking and creativity skills • Projects focus on outcomes that incorporate workplace standards which assists in judgment of competencies required by TVET players for better skills development

22. Real Life Projects & Assessment-Innovations Nexus: Con’t… • Students develop skills in the group or individual projects which bring changes in assessment at the school and classroom level but with proper linkage in training. • College Instructors are no longer the centres of information distributors but facilitators that provide suggestions to support the project

23. Real Life Projects & Assessment-Innovations Nexus: Con’t… • Real Life projects help societies to shift from an industrial age of just basic skills to one that requires the ability to access, interpret, analyze, and use information better in the world of work. • Instructors around the world design projects that ignite a shared passion for learning to both students and staff

24. Real Life Projects & Assessment-Innovations Nexus: Con’t… • Real Life Projects as an aspect of CBET is making high innovative strides in assessment arena of the trainees • The previously ‘literally abandoned product’ after the training is now given a market value • Trainees face a world that demand new knowledge and abilities accepted in the world of work. They can think critically so as to analyze and make inferences

25. Real Life Projects & Assessment-Innovations Nexus: Con’t… • The projects are selected purposely to present and solve actual real life problems that TVET trainees and other players encounter in the world of work • The design of Real Life projects is such that collaboration is encouraged among trainees of the different programmes

26. CBET and Real Life Projects in Uganda • The education system in Uganda had not embraced acquiring of skills that are CBET based • The recent policy reviews have however, incorporated strategies aimed at producing learners highly demanded in the world of work • The trend is thus shifting focus to a more CBET approach

27. CBET and Real Life Projects in Uganda: Con’t… • The trainees can now produce projects/products that have real market value • Emphasis is now been put to projects with real market value and learner centred with hands-on training

28. CBET and Real Life Projects in Uganda: Con’t… • TVET in Uganda until recently was restricted, in both the training and assessment, to the traditional ways of students producing projects that do not necessarily possess real market value • Real Life Projects were introduced into the curricula and for assessment by UBTEB in 2011 as part of the reforms in the TVET sub sector

29. CBET and Real Life Projects in Uganda: Con’t… • The reforms were geared towards “Skilling Ugandan youth as a key CBET component • Several projects in the general business training programmes have been implemented in areas of Beauty &Body therapy, Textiles & Craft making, Food production among others;

30. On-going production of School uniform by trainees of Textiles Real Life project in one the Ugandan Colleges 2017

31. Trainees production of a Ugandan Craft Real Life Project in one of the Ugandan Colleges

32. Real Life Projects and the Private sector • The private sector in Uganda is expected to be the mover of the economy. • The implementation of Real Life project under CBET and CBA is a step in the realization of the need to involve the private sector while its absence makes it hard to achieve the government strategic objectives

33. Real Life Projects and the Private sector • Real Life projects have led to increased private sector involvement in skills development • There has been increased industry-driven initiatives in the training and assessment of trainees based projects • The implementation of projects under CBET is a step in to realize the need to involve the private sector

34. Real Life Projects and the Private sector • Improvement in quality through training and assessment will help to meet both the national and international standards • The employer-based training initiatives with a favorable regulatory environment can lead to a sharp turn-round in curricula development

35. Real Life Projects and the Private sector • The private sector in Uganda is expected to be the mover of the economy. • The implementation of Real Life Project under CBET and CBA is a step in the realization of the need to involve the private sector while its absence makes it hard to achieve the government strategic objectives

36. Benefits of Real Life projects • The philosophy of real life projects emphasizes that practice creates efficient skills to be imparted in the world by the CBET graduates • The outputs/projects are strong indicators that the trainees will easily blend into the world of work in the region

37. Benefits of Real Life projects • Real life projects enables learners to assess their own learning and thus they are encouraged to take greater ownership and accountability • Such kind of assessment develops students to become self-directed capable of questioning, reflecting, persevering, and taking control of their own learning process.

38. Benefits of Real Life projects • The projects are employer-based training initiatives and have played an important role in blending world of work and training providers hence bridge the gap in the existing mismatch between the employer’s demands and the current skills being produced.

39. Benefits of Real Life projects • The Real Life Projects assist learners develop positive attitudes &behaviours which underpins workplace competences; delivering polite, courteous and professional service; care and respect; situational awareness; attention to detail on tasks; personal responsibility for the quality of work and aware of potential risks at work.

40. Benefits of Real Life projects • The projects have now become a source of income to both the students and the training institutions. For instance students have been involved in the making of graduation gowns selling at price. • Parents are now convinced that indeed TVET training can involve aspects of producing while learning in the colleges.

41. Challenges of implementation • Difficulty in identification of projects by both students and Instructors. For various reasons some Instructors did not go through clear procedures of project identification, feasibility studies and carrying out proper SWOT analysis • Capital deficiency: Delayed start up capital, high implementation costs of some projects.

42. Challenges of implementation: Con’t….. • Limited framework for incubation of Ideas: Some students were discovered to have presented proposals on pre-existing family businesses & this inhibits innovations & entrepreneurship skills • Inadequate trainings to the Instructors:  Instructors& trainees needed to undergo adequate basic training that would accompany this kind of innovations.

43. Challenges of implementation: Con’t….. • Lack of constant inspection and monitoring of projects: The anticipated regular inspection from Instructors was not achieved (extra remuneration). • Traditional bias that projects could not apply to in Business courses: There was strong resistance from administrators, the Instructors and students. The world of work itself was skeptical.

44. Challenges of implementation: Con’t….. • Basic equipments and computers: Some of the projects started by students required basic operational equipments like computers and others specific for given project. For instance, salon services, Craft and dealers in Textiles

45. Policy recommendations • Need for strong collaboration with countries in the region to explore the possibilities of joint training and assessment of projects • Need for a strong linkage between training & work place standards with focus on the outcomes &clear demonstrations of competencies &assessment strategies. This requires collaboration with private sector to obtain best practices so as to lead to value addition of projects

46. Policy recommendations • Research in product dev’t be encouraged so as to improve the coherence and availability of the emerging knowledge base in the production of projects. Emerging technologies • The Assessment Boards should come up with more initiatives that create incentives for dev’t of new products/tools that allow instructors to quickly, easily &flexibly create customized learning & assessment of environments

47. Policy recommendations • Need to sensitize Instructors on the proper implementation of the projects. Organise workshops to orient them on basics & carry out frequent inspection as these key ingredients of smooth implementation of projects. • The Board’s guidelines should be expanded and better standardized to include templates for book keeping, budgeting, finance forecasting, and risk analysis.

48. Thank you wnahamya@yahoo.com