@article{10.11648/j.ijvetr.20251101.16,
  author = {McBernard Muhwezi},
  title = {Industry Involvement in the Assessment of Workplace Learning
},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {11},
  number = {1},
  pages = {39-57},
  doi = {10.11648/j.ijvetr.20251101.16},
  url = {https://doi.org/10.11648/j.ijvetr.20251101.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20251101.16},
  abstract = {Uganda’s Technical Vocational Education and Training (TVET) is run on a dual-training and tripartite assessment system envisaging a demand-driven, employer-led TVET where the industry is a strategic partner in producing the competent technicians they require. The employers consequently provide industrial training opportunities and carry out continuous assessment during the workplace learning as stipulated by Uganda Business and Technical Examinations Board (UBTEB) Examinations Rules and Regulations 2019. Exposure to professional practice through workplace learning is therefore considered a key element in training and assessment. In an integrated academic curriculum, exposure to new technologies, equipment and best practices in a given occupation is required at a level appropriate to the industry standards. This enables candidates to self-assess and ascertain whether their theoretical knowledge, practical skills and job requirements are a good match. This paper examined the Programme Learning Outcomes (PLO) that are contributed by Industrial Training for candidates of National Certificate in Electrical Installation Systems and Maintenance (NCES). The objectives of this study were to; establish the attributes of Industrial Training Programme Learning Outcomes (PLO); identify the employers and methods used during industrial training assessment from 2019 to 2023. A quantitative method was used to establish the differences in the perception of level 200 and 300 students regarding the themes under consideration. Simple random sampling was used to choose 282 students (172 in level 200, and 110 in level 300) that successfully completed their industrial training assessment. The findings revealed six program learning outcomes and that there was no difference between the challenges faced by the two groups in achieving the PLOs during industrial training. 58% of trainees were under Government and 42% in private organizations. Improvement of relationships between the training institutions and industries were seen to be the best approach for enhancing effective industrial training. This paper recommends that as a partnership strategy, the incentivizing by government of employers to offer workplace learning to students and signing memoranda of understanding between public training institutions and private sector employers can be a bedrock for enhancing learning outcomes and accessibility in TVET.
},
 year = {2025}
}

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TY  - JOUR
T1  - Industry Involvement in the Assessment of Workplace Learning

AU  - McBernard Muhwezi
Y1  - 2025/05/19
PY  - 2025
N1  - https://doi.org/10.11648/j.ijvetr.20251101.16
DO  - 10.11648/j.ijvetr.20251101.16
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 39
EP  - 57
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20251101.16
AB  - Uganda’s Technical Vocational Education and Training (TVET) is run on a dual-training and tripartite assessment system envisaging a demand-driven, employer-led TVET where the industry is a strategic partner in producing the competent technicians they require. The employers consequently provide industrial training opportunities and carry out continuous assessment during the workplace learning as stipulated by Uganda Business and Technical Examinations Board (UBTEB) Examinations Rules and Regulations 2019. Exposure to professional practice through workplace learning is therefore considered a key element in training and assessment. In an integrated academic curriculum, exposure to new technologies, equipment and best practices in a given occupation is required at a level appropriate to the industry standards. This enables candidates to self-assess and ascertain whether their theoretical knowledge, practical skills and job requirements are a good match. This paper examined the Programme Learning Outcomes (PLO) that are contributed by Industrial Training for candidates of National Certificate in Electrical Installation Systems and Maintenance (NCES). The objectives of this study were to; establish the attributes of Industrial Training Programme Learning Outcomes (PLO); identify the employers and methods used during industrial training assessment from 2019 to 2023. A quantitative method was used to establish the differences in the perception of level 200 and 300 students regarding the themes under consideration. Simple random sampling was used to choose 282 students (172 in level 200, and 110 in level 300) that successfully completed their industrial training assessment. The findings revealed six program learning outcomes and that there was no difference between the challenges faced by the two groups in achieving the PLOs during industrial training. 58% of trainees were under Government and 42% in private organizations. Improvement of relationships between the training institutions and industries were seen to be the best approach for enhancing effective industrial training. This paper recommends that as a partnership strategy, the incentivizing by government of employers to offer workplace learning to students and signing memoranda of understanding between public training institutions and private sector employers can be a bedrock for enhancing learning outcomes and accessibility in TVET.

VL  - 11
IS  - 1
ER  - 

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