Beyond appraisals: An analysis of training needs identification for TVET master trainers in Uganda

Sabastian Sempala; Richard Ochieng’; Kitainge Kisilu

doi:10.51867/scimundi.5.2.23

Authors

Sempala Sabastian
sempalasabastian@gmail.com
University of Eldoret, Kenya
Ochieng’ Richard University of Eldoret, Kenya https://orcid.org/0000-0002-3105-2992
Kitainge Kisilu University of Eldoret, Kenya

Keywords:

Continuous Professional Development, Industry Engagement, Performance Appraisal, Training Needs Assessment, TVET Trainers

Abstract

Technical and Vocational Education and Training (TVET) is essential for developing a skilled workforce in Uganda, with the effectiveness of trainers hinging on accurately identified and addressed professional development needs. This study analyzed the strategies used to identify the training needs of TVET trainers of trainers in Uganda and their influence on professional competences. This study was grounded in the Experiential Learning Theory (ELT). A convergent parallel mixed-methods research design within a descriptive framework was employed, collecting data via questionnaires, interviews, and document analysis from 166 master trainers, administrators, trainees, and policymakers, achieving an 87.5% response rate. The findings reveal that while performance appraisals are the primary tool for identifying needs, their application is inconsistent, and their effectiveness is limited by weak follow-up and resource constraints. Student feedback and industry engagement are recognized but remain largely informal and underutilized, and skills audits are rare. A significant positive correlation was found between the effectiveness of needs identification strategies and trainer competences (r = 0.480). Regression analysis confirmed that these strategies explain 23.0% of the variance in professional competences (R² = 0.230). The study concludes that Uganda's TVET institutions require more structured, competency-focused, and systematically applied approaches to training needs identification. It recommends the co-design of individualized CPD plans with trainers, institutionalization of student feedback mechanisms, sustainable funding, and robust monitoring and evaluation frameworks to enhance trainer competences and align professional development with labor market demands.

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