Evaluation of techniquesused in the delivery of CPD programmes for TVET trainersin Uganda

Abstract

The TVET sub-sector in Uganda recognizes CPD as vital for sustaining trainer competencies. This study used a pragmatist stance.This study evaluated techniques used in the delivery of Continuous Professional Development (CPD) programmes for Technical and Vocational Education and Training (TVET) trainers in Uganda. The study was guided by Adult Learning Theoryand the Kirkpatrick Evaluation Modeland adopted a concurrent mixed-methods research design. The target population comprised TVET trainers and administrators in institutions implementing CPD programmes, together with key stakeholders involved in CPD planning and implementation. The study involved 204 TVET staffand 10 key informantsfrom the Ministry of Education and Sports and Education Development Partners. Quantitative data were collected using a structured questionnaire and analysed using descriptive statistics and multiple regression, while qualitative data were analysed thematically. Findings showed high agreement that CPD programmes employed learner-centred and practical techniques, particularly Information and Communication Technology (ICT) engagement, practice platforms, training others, mentorship and baseline skills assessment. Regression analysis showed that the delivery techniques explained 6.0% of the variancein the selected CPD outcome (R² = 0.060; adjusted R² = 0.018); however, the overall model was not statistically significant, F(9, 194) = 1.42, p = .182. The study concludes that CPD programmes employ several appropriate learner-centred techniques, but their combinedcontribution to the selected outcome is limited. It recommends strengthening CPD needs assessment, learner-centred and practical delivery, institutional support, feedback and systematic post-training follow-up to enhance the application of acquired competencies