Evaluation of techniques used in the delivery of CPD programmes for TVET trainers in Uganda

Résumé

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 Theory and the Kirkpatrick Evaluation Model and 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 staff and 10 key informants from 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 variance in 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 combined contribution 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.