Competences acquired in garages by TVET graduates of motor vehicle mechanics in Uganda: A mixed bag of promises and frustrations

Francis John Garuzooka, Ephraim Lemmy Nuwagaba, Constance Mudondo and Willy Ngaka

African Educational Research Journal
Published: February 7 2025
Volume 13, Issue 1
Pages 36-45
DOI: https://doi.org/10.30918/AERJ.131.24.062

Abstract

This article investigated the learning experiences of students who obtained certificates from a TVET institution in Uganda (referred to in the article as graduates). Qualitative data collected through in-depth interviews and observation from 12 purposively selected participants was analysed thematically. Findings show that graduates acquire competencies in driving, bargaining, management, handling road motor vehicle emergencies and use of modern technology. These competences helped them to improve their performance, get recognised and appreciated by their clients, fellow mechanics, and employers and to build networks. However, the newly acquired competences were not accredited and certified and consequently, they were not being used to obtain formal employment or to progress to formal education. Using andragogy and Communities of Practice as frameworks, we argue that the competences gained through workplace learning are relevant, timely and recognised by the community of mechanics and their clients although they are not accredited and certified by government authorities. We recommend that the government should put in place a validation system that accredits and certifies competences acquired at workplaces non-formally to facilitate the use of this learning to get admitted to formal education institutions as well as obtaining formal employment.

Keywords: Accreditation, competences, lifelong learning, recognition, TVET, workplace learning.

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