Skills programme is changing the game for Uganda’s youth

In Uganda, half the population is under the age of 18, while unemployment rates are sky high. But the government’s ‘Skilling Uganda’ programme appears to have, over several years, shifted the focus from theoretical learning to practical skills that are in demand, an initiative that is revitalising technical and vocational education and training (TVET) institutions across the country.

How effective is it on the ground? University World News went to find out.

In towns like Mpigi, Wakiso and Fort Portal, where many young people have turned to vocational training as a more viable path than traditional academia, the results are slowly becoming visible, although not without challenges.

At the Mpigi Institute of Health Sciences, located off the Kampala-Masaka highway, instructors are seeing a change in how both students and the wider community perceive vocational education.

“Ten years ago, people looked down on technical schools,” says Moses Luyinda, an electrical engineering instructor. “Parents wanted their children to become lawyers or doctors. Now, some are beginning to realise that you can make a decent living as a plumber or welder.”

According to Luyinda, the ‘Skilling Uganda’ programme has helped to bring dignity back to vocational careers. “We’ve received support in terms of updated syllabi and some new equipment. The Directorate of Industrial Training (DIT) has also come in to assess our students and award competence-based certifications.”

He believes training for competence is the key. “Our students now learn by doing. That’s what employers want – people who can work, not just talk.”

From classroom to workshop

Aisha Nakalema, 22, is among many young women now embracing vocational training. A former high school student, she joined Wakiso District Vocational Training Centre last year to study tailoring and fashion design.

“I wanted something I could use immediately,” she says, sitting at her sewing machine. “I didn’t want to wait four years at university, only to struggle finding a job.”

Nakalema says the training has already started paying off. “I sew dresses for people in my community. I share my work on WhatsApp and other social media platforms, from where I get orders. The money isn’t a lot yet, but I’m building my own brand.”

Once she graduates, she hopes to open her own tailoring shop.

“Before, people had a mindset that vocational skills were for failures, or people who did not qualify for other institutions like university. But now, some of my friends who went to university are actually asking me to teach them,” Nakalema says.

Local employers are also recognising the value of vocational graduates. Charles Ocan, who runs a small construction firm in Mukono, says many degree holders show up with qualifications but little hands-on experience.

“I prefer taking on someone who’s trained at a technical school. They know how to handle tools, mix concrete and read plans. I don’t have to train them from scratch.”

Ocan has employed several graduates from Uganda Technical College Elgon and Nakawa Vocational Institute. “Some have even gone on to start their own businesses,” he says, adding that consistency in training quality across colleges is what matters to him.

Despite the progress, many vocational institutions face challenges. According to Joyce Namayanja, the principal of a private vocational institute in Mukono, infrastructure remains a major constraint.

“Some of our tools are outdated and we lack materials for every student to practise. You can’t teach carpentry without timber or welding without metal,” she says.

She wants to see closer links with industry. “More apprenticeship programmes are needed, so students can gain practical experience prior to graduation.”

Local government

‘Skilling Uganda’ is a national programme. but Elizabeth Mbatudde, the District Education Officer for Mukono, says local governments play a vital role in implementing it.

“Our role is to monitor the quality of training and ensure that institutions meet the required standards. We’ve also been encouraging parents and communities to value vocational education,” she explains.

The involvement of communities and parents makes a difference. “We hold community meetings and radio talk shows about skills development. The youth need to understand that skills are the new currency,” she adds.

Mbatudde calls for more funding to support local centres. “The demand is there. Youth are willing to enrol but the institutions need more trainers, better tools and proper workshops.”

A graduate’s journey

David Mugisha, 27, says his path through TVET was life-changing. After dropping out of university due to tuition concerns, he enrolled in a car mechanics programme at Munaka Vocational Institute in Mukono.

“I used to think vocational education was second-class. But when I arrived there, I discovered a skill that I truly appreciated,” he says.

After graduating, he practised at a local garage before opening his own. Today, Mugisha employs three other former trainees and services a minimum of 10 cars a week.

“I’ve never looked back; I make more than I ever imagined. My dream is to expand and open a spare parts shop,” he says with a smile.

Mugisha credits the hands-on nature of his training for the confidence it gave him. “We learned everything, from diagnostics to customer care. That’s what helped me succeed.”

International partners and curriculum reform

The ‘Skilling Uganda’ programme was launched in 2012 with support from partners including the World Bank, the Belgian development agency, Enabel, and the government of Uganda. Its aim has been to transform Uganda’s workforce by aligning training with actual labour market needs.

Through real tasks, the DIT assesses students and awards them National Vocational Qualifications, or NVQs, a departure from the academic diploma route.

According to a survey by the Uganda National Bureau of Statistics in 2024, more than 60% of young people are either unemployed or underemployed. Experts argue that closing the skills gap is essential for solving this.

Steven Kwesiga, a regional coordinator for a TVET NGO in western Uganda, says the focus should be on matching training with demand.

“There’s no point training 200 students in hairdressing when the jobs are in agribusiness or plumbing. Training must be informed by data and community needs.”

The private sector

Private sector involvement is growing slowly but steadily. Some businesses now work directly with training institutions to co-design curricula and offer internships.

Rachel Tendo, the human resource manager at a hospitality group in Jinja, says they’ve had success hiring directly from vocational schools.

“We have partnered with a nearby catering school. Their students come for three-month internships and many get absorbed afterwards.”

Tendo suggests that more tax incentives could encourage businesses to train and retain skilled workers. “TVET is the future, especially in hospitality, tourism and construction. But we must bridge the gap between school and the job.”

As Uganda moves forward with its Vision 2040 and National Development Plan III, TVET is a key component of its goal to capitalise on the country’s demographic dividend of youth.

While ‘Skilling Uganda’ has changed mindsets and laid the foundations, more work is needed to guarantee that vocational education is accessible, recognised and meaningful for all youths, male and female and in both rural and urban settings.