Impact of continuous professional development programmes on TVET trainers in Uganda

Abstract

Continuous Professional Development (CPD) is important for maintaining the technical and pedagogical competence of Technical and Vocational Education and Training (TVET) trainers. However, concerns remain about the extent to which CPD programmes improve trainer competence and which programme characteristics determine their effectiveness in Uganda. This study examined the impact of CPD programmes on the technical and pedagogical competence of TVET trainers and the influence of CPD programme characteristics on CPD effectiveness. The study was guided by Experiential Learning Theory. An explanatory sequential mixed-methods design was adopted. The target population comprised TVET trainers in Uganda who had participated in CPD programmes. A sample of 204 trainers was selected using stratified random sampling, with key informants purposively selected. Data were collected using both structured questionnaires and key-informant interview guides and the data analysed using descriptive statistics and a multiple regression analysis for the quantitative data, while a theme analysis for the qualitative data was undertaken. The results indicate that CPD was instrumental in enhancing trainers’ overall (both technical and pedagogical) competence, especially in terms of acquired skills, knowledge and professional behaviours and self-confidence while, to a lesser extent, on teaching techniques. The regression model was significant, F(4,199) = 33.13, p < 0.001 and accounted for 40.0% of the variance in the effectiveness of CPD (R = 0.400) . The programmatically relevant content (β= 0.42, p < 0.01) emerged as the most significant predictor, followed by the incorporation of activity learning techniques in to the programmes (β= 0.35, p < 0.01), programme duration (β= 0.28, p < 0.05) while support provided by an institution was not statistically significant (β= 0.15, p = 0.11). The study thus concludes that while CPD does strengthen trainer’s competencies, its impact is significantly determined by certain program characteristics and the impact of CPD is currently less integrated with institutional development and training advancement. The study recommends a competency-based national CPD framework, needs-based content, practical and active learning approaches, sustained CPD opportunities, and stronger integration of CPD into institutional performance and career progression systems.