Methodological Approaches to Evaluating Technical and Vocational Education and Training (TVET) for Skills Development in Uganda: An African Perspective

This methodology article addresses the critical gap in contextually appropriate evaluation frameworks for Technical and Vocational Education and Training (TVET) in Uganda. It critiques the predominant reliance on imported, quantitative metrics, arguing they fail to capture the nuanced realities of skills ecosystems within African informal economies. To counter this, the article proposes a decolonised, mixed-methods framework developed through a five-year engagement (2021–2026) and centred on Participatory Action Research (PAR). The design explicitly prioritises the co-creation of evaluation criteria with key Ugandan stakeholders, including TVET trainees, master craftspersons, employers, and sector skills councils. Methodological rigour is achieved by integrating longitudinal tracer studies with participatory workshops and asset-based community assessments. This triangulation measures not only employment outcomes but also social capital, innovation, and livelihood resilience. The central thesis is that robust TVET evaluation must transcend narrow employability rates to encompass broader, community-relevant conceptions of skills utilisation and sustainable development. Consequently, this framework generates more authentic, actionable evidence for national policymakers, ensuring TVET investments align effectively with Uganda’s industrial goals and local socio-economic needs. It thus contributes a vital, epistemologically grounded African perspective to global debates on education evaluation.