A Conceptual-Pedagogical Framework for Integrating Employability Skills in Uganda’s Teacher and TVET Education
Abstract
This study developed a Conceptual-Pedagogical Framework for integrating Employability Skills in teacher and Technical and Vocational Education and Training (TVET) programs in Uganda. Guided by the principles of the Competency-Based Education model and the Human Capital Theory, the study is a desk review of national policies, institutional reports, and peer-reviewed literature published between 2012 and 2025. Analysis revealed persistent gaps between classroom instruction and labour market demands, thereby emphasising the need for systematic integration of ES in teacher and TVET education. A framework was proposed connecting theory, pedagogy, curriculum, assessment, and policy, to guide the integration by engaging transformative teacher and TVET education practice. It also underscores experiential, project-based, and industry-linked pedagogies as avenues for enhancing hard skills, communication skills, problem-solving, innovation, and entrepreneurship. The study concludes that embedding ES in teacher and TVET curricula is essential for achieving Uganda’s Vision 2040 and Sustainable Development Goals 4 and 8.
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Copyright (c) 2025 Badru Musisi, PhD, Zaidi Kitagaana, PhD
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